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Unformatted text preview: '"~ 3rd Edition. Solution Manual, Chapter 1 Chapter 1 General: The goal of these problems are to reinforce the definitions and provide an understanding of the mole balances of the different types of reactors. It lays the foundation for step 1 of the algorithm in Chapter 4. Pl-l. Pl-2. Pl-3. This problem might encourage students to get in the habit of writing down what they learned from each chapter. Small open-ended question from which one could choose one or two parts. Parts (a), (b) or (e) are recommended. This problem use Example 1-3 to calculate a CSTR volume. It is straight forward and gives the student an idea of things to come in terms of sizing reactors in chapter 4. An alternative to PI-II and PI-12. Alternative to Pl-3, PI-II, and PI-12. SeePl-3 above. Pl-4. Problems PI-5, PI-6, and PI-7 review the definitions given in the chapter. . Pl-S. This problem can be assigned to just be read and not necessarily to be
worked. It will give students a flavor of the top selling chemicals and top chemical companies. Pl-9. This problem will be useful when the table is completed and the students can refer back to it in later chapters. Answers to this problem can be found on Professor Susan Montgomery's equipment module on the CD-ROM. See Pl-17. Many students like this straight forward problem becausethey see how CRE principles can be applied to an everyday example. It is often assigned as an in classproblem and part (g) is usually omitted. Problems Pl-ll and PI-12 show a bit of things to come in terms of reactor sizing. Can be rotated from year to year with PI-3 and PI-4. SeePl-3 above. Pl-13. Asks for details of operation of an industrial reactor. Pl-14. Encouragesand requires the student to go outside the text for information related to CRE. May be a bit early in the text to assign this problem. Pl-15. Encouragesand requires using other sources to obtain information. Pl-16. Encourages using other sources to obtain information. . ~
c - Pl-17. I strongly recommend this problem be assigned. It can be used in conjunction with Problem Pl-9. Professor Susan Montgomery has done a ~ i- p.1-1 ~ ; .
. 3rd Edition. Solution Manual, Chapter 1 3rd Editi great job pulling together the material on real reactors in her equipment module on the CD-ROM. PI-IS. I always assign this problem so that the students will learn how to use POLYMA TH/MatLab before needing it for chemical reaction engineering problems.
As the WWW becomes more developed, it may be more and more Alternat lr1 pJ as lime.
AI prl Pl-19. im p ortant to assign this Problem.
CDPl-A Similar to problems 3,4,11, and 12. Difficult SJ CDPl-B Points out difference in rate per unit liquid volume and rate per reactor volume. Summar~
Assigned a Alternates Difficul~ Iimg. Solution Civen No ~ K M 0 .Note th . . P1-1 Pl-2(b) AA 2(a),2(d),2(e) SF 15 c&d Yes Pl-3 AA
AA I I I 0 0 AA AA I SIC SIC SIC 3,4,11,12,A.
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Partial Partial No I . Pl-1S
PI-19 I . Pl-4 Pl-5 PI-6 PI-7 . PI-8 PI-9 PI-10 P1-11 PI-12 PI-13 Pl-14 Pl-15 Pl-16 Pl-17 CDPI-A CDPI-B Assi gneg - Read Only
3,4,11,12,A 3,4,11,12,A SF FSF FSF FSF 5 60 30 30 i [
.; SF 45 SF
AA I 3,4,11,12,A FSF FSF 60
30 30 Yes
No ~ ~ , ~ t , . . 0 . =AlwaysI assigned,AA =S = Seldom,G =oneraduatelevel of alternates, = Always assign from the group Often, = Infrequently, G iJ p.1-2 ~
~ I her equipment 1m how to use on engineering lore and more . ~rd Edition, Solution Manual, Chapter 1 Alternates In problems that have a dot in conjunction with AA means that one of the problem, either the problem with a dot or anyone of the alternates are always assigned. ~ Approximate time in minutes it would take a B/B+ student to solve the problem.
SF = Straight forward reinforcement of principles (plug and chug) Qifficult~ FSF= Fairly straight forward (requires some manipulation of equations or an IC = Intermediate calculation required M =More difficult rate per reactor intermediatecalculation). OE =Somepartsopen-ended.
Solution Given No c&d Yes Yes Yes s s es Yes Yes Yes Yes Yes Yes No Partial Partial No Yes No "Note the letter problems are found on the CD-ROM. For example A = CDPI-A. Summary Table Ch-1 Review of Definitions and Assumptions Introduction to the CD-ROM Make a calculation Open-ended Straight forward Fairly straight forward More difficult 1,5,6,7,8,9 17,18,A 10,11,12,13 14,15,16 2(b),3,13 4,11,12,B 10 4: f alternates, . p.1-3 ~~ ~:-, 18
Chapter 1 EJ.:.1 No solutionwill begiven. ~ (a) (b) Reactants ightnotbehotenougho react. m t Plot Costvs. Volumeon log-logpaper. sethisgraphto generate nequationor U a f costasa functionof volume. In (Cost) Ys. In (Volume) 13 .
(d) 12 . c
~ f: I - U '-" i' e 11 c 10 9 .
2 4 io Y =0.2901x + 9.4932 8 0 6 8 10 PI-4 In (Volume) From this we generatethe equation: Cost =13,270(V)°.29 We can use this equationto fmd the desiredprices: t
. For a 6000gallonreactor: Cost=13,270(6000)°.29 $165,400 = For a 15,000gallonreactor: Cost=13,270(15,<xx»0.29=$215,740 V =.!Q.~~~ 0.23rom
ln~ L- 0.001CAo =300.3dm3 For Constant Pressure: rA=~~=~~~=~+~~ V dt V dt dt V dt . dC rA =~+dt
Vo +VJsin(wt) wtV.cos(wt) .. !ij I ~ I He/Shemight not be able to respondto a malfunction if he/shebecameinjured, and no one would be there to come to his/heraid. I-Lf ...
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This note was uploaded on 05/14/2010 for the course CHE CHE 304 taught by Professor Nguyen during the Spring '10 term at Cal Poly.
- Spring '10