10 Pages

Ch_4

Course: EVEN 6318, Fall 2008
School: TAMU Kingsville
Rating:
 
 
 
 
 

Word Count: 3168

Document Preview

QUANTITIES +D=FJAH " FUNDAMENTAL FOR BUILDING MATHEMATICAL MODELS-CONCENTRATION Chapter Goals Understand the concepts of extensive and intensive properties Understand various ways of expressing the concentration of a chemical INTRODUCTION In the last few chapter we have learnt the utility of developing fate and transport models and categorized different approaches to build them. It was seen that...

Register Now

Unformatted Document Excerpt

Coursehero >> Texas >> TAMU Kingsville >> EVEN 6318

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
QUANTITIES +D=FJAH " FUNDAMENTAL FOR BUILDING MATHEMATICAL MODELS-CONCENTRATION Chapter Goals Understand the concepts of extensive and intensive properties Understand various ways of expressing the concentration of a chemical INTRODUCTION In the last few chapter we have learnt the utility of developing fate and transport models and categorized different approaches to build them. It was seen that theory based models built using the fundamental law of mass balance offered the greatest flexibility in modeling a wide range of environmental systems. In this chapter, I will discuss some basic fundamental quantities necessary for building such models. You probably have encountered these building blocks in your introductory classes in environmental engineering and science and as such only the main concepts are presented here as a referesher. Extensive Properties Mass, Volume and Heat As environmental engineers and scientists interested in tracking pollutants in the environment, we would like to know how much of the pollutant is within the system. The amount of pollutant within a system is represented by its mass. The mass is a fundamental physical quantity and is formally referred to as an extensive property. The extensive property is an additive property that increases with the size of the system. Volume and heat are other extensive properties that are of interest to environmental scientists and engineers. 28 Applied Environmental Systems Modeling The mass of a substance has dimensions of [M] and is expressed using the units of grams (g). Other common measures are the kilogram (kg) [1 kg = 1000 g]; milligram (mg) [1g = 1000 mg]. Trace quantities are defined in micrograms (mg) [1000 mg = 1 mg]. While mass represents the quantity of the substance, the volume defines the space occupied by the substance. In English system, the unit of mass is slugs (lbm). The volume of a substance has dimensions of [L3] and is expressed using the units of cubic meters (m3). Other units such as the liter (L) [1000 L = 1 m3] or milliliters (mL) [1000 mL = 1 L] are used as well. Extremely small quantities of volume are often denoted using microliters (mL) [1000 mL = 1 mL]. In English system, volumes are measured in cubic feet (ft3). The acrefeet is another measure commonly used in water resources literature and is equal to 1 feet of water covering 1 acre of land (1 acre feet = 43,560 ft3). The gallon is another common measure of volume and 1 US Gallon equals 3.785 L [1 ft3 = 7.480 Gallons]. The heat of a system is measured in joules (J) in MKS and SI system of units. Calories (cal.) are the units of heat in CGS system and the British Thermal Units (Btu) are used as the measure for heat in the English system. The unit Kilo joule (kJ) is used to denote high quantities of heat [1 kJ = 1000 J]. The following conversions come in handy to convert the quantity of heat expressed in one unit into another [1 cal. = 4.1868 J; 1 Btu = 1.055056 kJ and 1 Btu = 252 cal.]. The units of ergs is used in the CGS system [1 erg = 10-10 kJ]. Intensive (size-independent) Properties All extensive properties (mass, volume and heat) are additive and depend upon the size of the system. In contrast, an intensive property is size independent and is a quantity that is normalized to a measure of system size. For example, the density of a fluid is defined as the mass occupied by a unit volume of the fluid (at constant temperature and pressure). Thus, if we increase the volume from one unit to two units, there will be a corresponding doubling in the mass and the density of the fluid will remain unchanged. Mathematically, r= M 2 M NM = = V 2V NV (4-1) Where r is the density (g/m3); M is the mass (g) and V the volume (m3) and N is an arbitrary constant. Thus, the fluid will have same density (at constant temperature and pressure) regardless of how much fluid we have within our system. Fundamental Quantities for Building Mathematical Models-Concentration 29 Concentrations The density is a measure of normalized mass with respect to the volume of the substance. It is a useful measure when the solute (i.e., the dissolved constituent) is the same as the solvent (i.e., the substance in which the solute is dissolved). For example, the density of water indicates the mass of water per unit volume of water (here water is both the solute and the solvent). However, in most environmental systems, we are often interested in tracking chemicals (solutes) that are present in a different solvent. Air and water are two important environmental solvents in which a variety of physical, chemical and biological constituents are transported across environmental systems of interest. The normalized mass of the solute within a unit measure of the solvent is referred to as the concentration. Just like density, the concentration is an intensive property as it is also a ratio of two extensive properties. The concentration of the solute is expressed either in mass of solute per volume of the solvent or mass of the solute per mass of the solvent units. For example, if mp milligrams of phosphorus is dissolved in X liters of water sample taken from a reservoir. The phosphorus concentration (Cp) can be expressed as: Cp FG mg - p IJ H L - H OK 2 = m p ( mg - p ) X (L - H 2 O ) (4-2) In addition to air and water, solid particles are another important class of solvents that transport chemical constituents. A variety of particle matter is of interest to environmental engineers and scientists. Soil particles adsorb a variety of chemicals such as fertilizers and pesticides as they infiltrate through the soil. The amount of surficial sediments that runoff into a stream or a creek in itself is of interest in many studies. In addition, chemicals (such as phosphorus) are attached to these sediments and as such the concentrations of these chemicals are of interest as well. Example 4-1 Consider an idealized lake system depicted in Figure 4-1. The concentration of the suspended sediments is 10 mg/L. If the phosphorus concentration on the suspended sediments is 2 mg/g what is the concentration of the phosphorus in the lake in mass per volume units? Solution Notice in the example the concentration units (mg/L and mg/g) do not make explicit references to the solute and the solvent. This is a common practice in environmental sciences and engineering and also a major source of confusion and potential place for errors. Hence, when dealing with concentrations, it is better to explicitly write down what the 30 Applied Environmental Systems Modeling Figure 4-1 Distribution of sediments containing phosphorus in a lake. solute and the solvent are in order to avoid making mistakes. Let C be the concentration of phosphorus in the lake system in the units of mg/L. Then: C 1 g - TSS mg - TSS mg - p mg - p 2 = 10 L - H2O L - H 2O g - TSS 1000mg - TSS = 0.02 mg - P L - H2O (4-3) Alternatively, the concentration can also be expressed as C = 0.02 mg - P 1000 mg - P mg - P = 20.00 L - H 2O L - H 2O 1mg - P (4-4) Concentrations are sometimes expressed using ratio units such as parts per million (ppm) and parts per billion (ppb). The parts per million (ppm) tell us how many parts of the solute is in a million parts of the solvent. Similarly, the parts per billion (ppb) tells us how many parts of the solute is in a million parts of the solvent. The quantity of the solute and the solvent can be expressed in either mass or volume units leading to the following measures 1 ppmv = 1 mL - solute 1 mL - solute 1 mL - solute = = (4-5) 1000000 mL - solvent 1000 L - solvent 1 m 3 - solvent 1 mg - solute 1 mg - solute 1 mg - solute = = (4-6) 1000000 mg - solvent 1000 g - solvent 1 kg - solvent 1 ppmm = Fundamental Quantities for Building Mathematical Models-Concentration 31 I have used the subscripts v and m to denote whether the parts per million is measured in mass or volumetric units. Many times the parts per million and parts per billion are simply expressed as ppm and ppb without indicating whether they are of mass or volume basis. Hence, these measures also add to the confusion and it is best to avoid them whenever possible. The density of water is approximately equal to 1 kg/L under ambient conditions. As such, for aqueous solutions, the parts per million can be expressed in hybrid mass per volume units as follows: 1 ppm = 1 mg - solute 1 kg - water 1 mg - solute = 1 kg - water 1 L - water 1 L - water (4-7) Similarly, 1 part per billion is approximately equal to 1 mg / L in aqueous solutions. The use of ppm and ppb to mean mg/L and mg / L respectively is very common in water quality applications. However caution must be exercised as a billion usually is 109 in America and 1012 in Europe. Complications also arise with these measures when concentrations of the pollutants in more than one media are tracked. For example, in air quality studies ppm usually is measured on volume/volume basis (i.e., ppmv) while in water quality studies ppm is measured on mass/volume (mg/L) basis. In addition to mass per mass and mass per volume measures, counts per unit mass and/or counts per unit volume are used in environmental literature, especially to characterize concentrations of biological For organisms. example, the concentration of e-coli in water could be stated as 20#/ 100 mL. Indicating 20 counts of e-coli were enumerated in the 100 mL water sample that was analyzed. Chemists prefer to measure the amount of matter in moles. A mole is actually the number of constituent entities, particles, atoms or molecules. It is the number of particles divided by the Avogadro's number which is equal to 6.023 x 1023. The Avogadro's number is defined as the number of atoms in 12 g of carbon-12 isotope. The molecular mass of a chemical is the mass of 1 mole of the chemical. The molecular mass of benzene (C6H6) is approximately equal to 78 g/mol. Using the moles as the basis the concentration of a chemical can be written in moles per liter (mol/L) or moles per kg (mol/kg) basis. Example 4-2 The concentration of benzene leaving the exhaust of a chemical unit was measured to be 20 ppmv. Express this concentration in mol/L units. (Assume, the density of benzene = 0.78 g/mL and the molecular weight is approximately = 78 g/mol). 32 Applied Environmental Systems Modeling C FG mol - benzene IJ H L - air K = 20 mL - benzene g - benzene 0.78 1000 L - air mL - benzene 1 mol - benzene 78 g - benzene (4-8) F mol - benzene IJ CG H L - air K = 2.0 10 -04 mol - benzene L - air = 0.20 mol - benzene L - air The following definitions from chemistry come in handy for denoting concentrations of chemicals. Molality (m): Number of moles of solute in 1 kg of solvent. m 1 mol - solute mol = 1 kg - solvent kg (4-9) Molarity (M): Number of moles of solute in 1 L of solvent. M 1 mol - solute mol = 1 L - solvent L (4-10) Normality (N): Number of equivalents (or milliequivalents) of solute in 1 L of solvent. N 1 eq - solute mol = L 1 L - solvent g 1 eq - solute = eq 1 L - solvent (4-11) Equivalent Mass (em): The ratio of atomic mass to the number of equivalents em (4-12) Where z is the equivalents per mole and is equal to the valence or the ionic charge (z is always positive). Mole Fraction (xa): The ratio of number of moles of a given solute (xa) to the total number of moles of all components in a solution. Mole fraction is particularly useful when the solvent contains more than one solute of interest (i.e., for mixtures). ca = na na + nb + + nn (4-13) Fundamental Quantities for Building Mathematical Models-Concentration 33 Where xa is the mole fraction of solute a and na, nb, nn are the number of moles of solutes a, b, and n in a mixture respectively. Vapor Phase Concentrations: The vapor phase concentration of a pollutant is equal to the partial pressure exerted by that pollutant in the gaseous mixture. If the air is completely saturated with the pollutant, then this partial pressure is equal to its vapor pressure. Hence, it is common to find vapor phase concentrations expressed in units of pressure (e.g., Pa and Atm.). The vapor phase concentration expressed in units of pressure can be converted to mass over volume units as follows: C mol - pollutant P (atm) = L - air RT (4-14) Where P is the vapor pressure of the pollutant; C the concentration in mol/L and R is the Universal Gas Constant (0.0811 mol/atm-K) and T is the temperature expressed in degrees Kelvin. Other consistent set of units for pressure, gas constant and temperature can be used as well. Multiply Equation (4-14) by molecular weight (g/mol) of the pollutant to obtain concentrations in (g/L) units. Concentration of one compound expressed in terms of another compound There are a few instances when the concentration of one compound is expressed in terms of another. Let us explore two such situations: Mass Concentration as CaCO3: The concentration of ions in water especially Ca2+ and Mg2+ (i.e., the harness ions) are often expressed in terms of CaCO3. The molecular mass of calcium carbonate (CaCO3) is 100 g/mol. (Note: In most of this text I will drop the charges of the constituents for notational convenience). Since the ionic charge of this compound is 2 (i.e., z = 2), the equivalent mass (em) is em(CaCO3) g 100 (g/mol) g mg or 50 = = 50 eq 2 (eq/mol ) eq meg (4-15) If the concentration of the substance is expressed in the units of meq./L, one could simply multiply this concentration with 50 mg/meq., to express the concentration in mg/L "as CaCO3). The following example illustrates the procedure: Example 4-3 A water sample contains 60 mg/L calcium and 40 mg/L magnesium, (1) express these concentrations in meq./L and (2) express then 34 Applied Environmental Systems Modeling in mg/L as CaCO3. (Assume the molecular mass of calcium is 40 g/mol and that of magnesium is 24.3 g/mol). We first write the concentration of Calcium (Ca) and Magnesium (Mg) in mol/L as follows: Ca 60 mg - Ca 1 g - Ca 1 mol - Ca mol = L - water 1000 mg - Ca 40 g - Ca L = 1.5 10 -3 Mg mol - Ca L - water (4-16) 40 mg - Mg 1g - Mg 1 mol - Mg mol = L - water 1000 mg - Mg 24.3 g - Ca L = 1.65 10 -3 mol - Mg L - water (4-17) The next step is to express the molar concentrations calculated above in terms of equivalent mass concentrations as follows: ca 2 eq - Ca 1000 meg mol - Ca meg = 1.5 10 -3 1 meq. L L - water 1 mol - Ca = 3.0 meq. L (4-18) Mg 2 eq - Mg 1000 meq. mol - Mg meq. = 1.65 10 -3 1eq. L - water 1 mol - Mg L = 3.3 meq. (4-19) L Once the concentrations are expressed in meq./L, the concentration of CaCO3 (Equation 4-15) can be used to express concentration in mg/L as CaCO3 as follows: Ca meq 50 mg mg as CaCO 3 = 3.0 L L meq. = 150 mg - Ca as CaCO 3 L - water ...

Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

TAMU Kingsville - EVEN - 6318
+D=FJAH#FUNDAMENTAL QUANTITIES FOR BUILDING MATHEMATICAL MODELS RATE MEASURESChapter Goals Understand the meaning of loading and flux Understand different rate measures for extensive and intensive propertiesINTRODUCTIONMost environmental
TAMU Kingsville - EVEN - 6318
Runge Kutta Methods for First-Order ODEs1. Runge-Kutta methods are the most popular method for solving first-order ODEs. 2. Both linear and nonlinear ODEs can be solved using this approach. 3. A variety of Runge Kutta (RK) methods are available. Ho
TAMU Kingsville - EVEN - 6318
46 Applied Environmental Systems Modeling+D=FJAH$FUNDAMENTAL TRANSPORT PROCESSESChapter Goals Define advection, dispersion, molecular and turbulent diffusion Calculations for advective loading and flux Ficks law and calculation of diffusive
TAMU Kingsville - EVEN - 6318
#Chapter Goals+D=FJAHOPTIMIZATION METHODS FOR SOLVING LINEAR AND NON-LINEAR EQUATIONS Explore certain environmental applications where systems of non-linear equations arise Use MS-EXCELs SOLVER functionality to solve systems of linear and non
TAMU Kingsville - EVEN - 6318
Analytical Methods for First-Order Ordinary Differential Equations199$ANALYTICAL METHODS FOR FIRSTORDER ORDINARY DIFFERENTIAL EQUATIONS+D=FJAHChapter Goals Explore certain environmental applications where ordinary differential equations (OD
TAMU Kingsville - EVEN - 6318
Mathematical Models for Environmental Systems17+D=FJAH!MATHEMATICAL MODELS FOR ENVIRONMENTAL SYSTEMSChapter Goals Role of mathematical models in the analysis of environmental systems Different approaches for building mathematical models
TAMU Kingsville - EVEN - 6318
+D=FJAHENVIRONMENTAL SYSTEMSChapter Goals Understand the concept of a system Learn how geographic entities can be visualized as systems Learn about compartment and phases the sub-divisions of a systemINTRODUCTIONAn important step in develo
TAMU Kingsville - EVEN - 6318
94 Applied Environmental Systems ModelingREACTORS AND MASS BALANCE EXPRESSIONSChapter Goals+D=FJAH Understand how environmental systems can be viewed as reactors Incorporate the loadings from different processes into the mass balance equatio
TAMU Kingsville - EVEN - 6318
56 Applied Environmental Systems Modeling+D=FJAH%ABIOTICANDBIOTIC REACTIONSChapter Goals Understand kinetic and equilibrium approaches to model reactions Compute mass loading terms associated with reactionsINTRODUCTIONIn addition to a
TAMU Kingsville - EVEN - 6318
!IMPLEMENTING ROOT-FINDING MS-EXCELINChapter Goals Learn about implementing root finding methods in MS-EXCEL Learn about GOAL SEEK function in MS-EXCEL+D=FJAHINTRODUCTIONIn the last chapter we studied how to set up mathematical equations in
TAMU Kingsville - EVEN - 6318
Interphase Mass-transfer-Equilibrium Partitioning81+D=FJAH'INTERPHASE MASS-TRANSFER EQUILIBRIUM PARTITIONINGChapter Goals The concept of thermodynamic equilibrium Common equilibrium partitioning relationshipsINTRODUCTIONIn the last ch
TAMU Kingsville - EVEN - 6318
Chapter Goals+D=FJAHMASS-BALANCE EQUATIONS OTHER SALIENT CONCEPTS Learn about steady-state and transient models Simplifications of mass-balance expressions Understanding the importance of various processes using dimensionless groupsINTROD
TAMU Kingsville - EVEN - 6318
2)46*MATHEMATICAL AND NUMERICAL TECHNIQUESCOMPUTING TOOLS FOR MODEL DEVELOPMENTChapter Goals+D=FJAH Learn about various computing tools for building environmental models Evaluate the use of spreadsheets for model development Explore bas
TAMU Kingsville - EVEN - 6318
162 Applied Environmental Systems Modeling"MATRICESAND+D=FJAHEQUATIONSLINEAR SYSTEMOFChapter Goals How to perform matrix operations in MS-EXCEL Solving system of linear equations in MS-EXCELINTRODUCTIONIn the last chapter we saw ho
TAMU Kingsville - EVEN - 6318
218 Applied Environmental Systems Modeling%NUMERICAL METHODS FOR SOLVING FIRST-ORDER ODESChapter Goals Explore certain numerical methods for solving first-order ODEs Implement Euler and Runge-Kutta methods using MS-EXCEL+D=FJAHINTRODUCTION
TAMU Kingsville - EVEN - 6318
70 Applied Environmental Systems Modeling+D=FJAH&INTERPHASE MASS-TRANSFER KINETIC THEORIESChapter Goals Learn about interphase mass-transfer Single-resistance and two-film theories of mass-transferINTRODUCTIONMany contaminants can exist
TAMU Kingsville - G - 4425
Lecture Outline Geographic Information SystemLecture 1Introduction to GISDefinition of GIS Four component of system Three view of GIS Major characteristics Software packages GIS applicationsWhat is GIS?GIS: a particular form of information syst
TAMU Kingsville - G - 3450
Grid Cell/Square based Raster ModelRowsField Mapping, Cartography and Global PositioningLecture 6. Terrain ModelingGrid extentGrid cellResolutionRaster resolution Measured by cell size Storage space increases dramatically with precisio
TAMU Kingsville - G - 4425
Tessellation of Geographical SpaceGeographic Information System Lecture 6GIS Data Model: Raster Data StructuresGeographical space can be tessellated into sets of connected discrete units, which completely cover a flat surface. The units can be i
TAMU Kingsville - L - 5312
Tessellation of Geographical SpaceGeographic Information System Lecture 6GIS Data Model: Raster Data StructuresGeographical space can be tessellated into sets of connected discrete units, which completely cover a flat surface. The units can be i
TAMU Kingsville - L - 1302
Glaciers: a part of two basic cycles in the Earth systemEarth Science, 11eGlaciers, Deserts, and Wind Chapter 6Glaciers are a part of both the hydrologic cycle and rock cycle Glacier - a thick mass of ice that forms over land from the compaction
TAMU Kingsville - L - 1301
Volcanic eruptionsEarth Science, 11eVolcanoes and Other Igneous Activity Chapter 9Factors that determine the violence of an eruption Composition of the magma Temperature of the magma Dissolved gases in the magmaViscosity of magma Viscosity
TAMU Kingsville - L - 1301
Earth Science, 11eMinerals: Building Blocks of Rocks Chapter 2QuartzOlivineFluoriteBeryl (variety aquamarine) Realgar1Bornite and ChalcopyriteNative copperGold nuggetCut diamondMinerals: the building blocks of rocksDefinition of
TAMU Kingsville - L - 1302
The geologic time scaleEarth Science, 11eEarths History: A Brief Summary Chapter 12Precambrian era4.5 billion to 540 million years ago 88% of Earth's history Only sketchy knowledge Most Precambrian rocks are devoid of fossilsPrecambrian eraP
TAMU Kingsville - L - 1302
Early history of astronomyEarth Science, 11eOrigin of Modern Astronomy Chapter 21Ancient Greeks Used philosophical arguments to explain natural phenomena Also used some observational data Most ancient Greeks held a geocentric (Earth-centered)
TAMU Kingsville - L - 1302
Earth as a system: the hydrologic cycleEarth Science, 11eIllustrates the circulation of Earth's water supply Processes involved in the cycle Precipitation Evaporation Infiltration: water soaks into the ground Runoff: Surplus water flows over t
TAMU Kingsville - L - 5312
Find pathGeographic Information SystemsLecture 11. Network Analysis1Best way to school (Barrier)Distance2BarrierFind path with stopsAdvanced Path3Finding transportation network errorFinding loops Water network4Find connect
TAMU Kingsville - L - 1301
Composition of seawaterEarth Science, 11eOcean Water and Ocean Life Chapter 14Seawater consists of about 3.5% (by weight) dissolved minerals Salinity Total amount of solid material dissolved in water Typically expressed in parts-per-thousand (
TAMU Kingsville - L - 5312
Scanned ImageNew map in GIS database Define ProjectionGCP acquisition GPS, Aerial photo Accuracy Checking RMS errorProjection of GCP points Link table Geometric transformation ResamplingVector digitizationGeoreferenced Image!12#& '
TAMU Kingsville - L - 1301
EarthquakesEarth Science, 11eEarthquakes and Earths Interior Chapter 7General features Vibration of Earth produced by the rapid release of energy Associated with movements along faults Explained by the plate tectonics theory Mechanism for ea
TAMU Kingsville - G - 3450
Why DGPS? Field Mapping, Cartography and Global PositioningLecture 9. Differential GPSReference from Trimble WebsiteWhy Differential GPS? For many applications Basic GPS is plenty accurate. Some crafty engineers came up with "Differential GPS,"