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3rd Edition. Solution Manual, Chapter 1

Chapter 1

General: The goal of these problems are to reinforce the definitions and provide anunderstanding of the mole balances of the different types of reactors. It lays thefoundation for step 1 of the algorithm in Chapter 4.

Pl-l. This problem might encourage students to get in the habit of writing downwhat they learned from each chapter.

Pl-2. Small open-ended question from which one could choose one or two parts.Parts (a), (b) or (e) are recommended.

Pl-3. This problem use Example 1-3 to calculate a CSTR volume. It is straightforward and gives the student an idea of things to come in terms of sizingreactors in chapter 4. An alternative to PI-II and PI-12.

Pl-4. Alternative to Pl-3, PI-II, and PI-12. See Pl-3 above.

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 beworked. It will give students a flavor of the top selling chemicals and topchemical companies.

Pl-9. This problem will be useful when the table is completed and the studentscan refer back to it in later chapters. Answers to this problem can be foundon Professor Susan Montgomery's equipment module on the CD-ROM. SeePl-17.

Many students like this straight forward problem because they see how CREprinciples can be applied to an everyday example. It is often assigned as anin class problem 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. See Pl-3 above.

Pl-13. Asks for details of operation of an industrial reactor.

Pl-14. Encourages and requires the student to go outside the text for informationrelated to CRE. May be a bit early in the text to assign this problem.

Pl-15. Encourages and requires using other sources to obtain information.

Pl-16. Encourages using other sources to obtain information.

-. 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

ci-~ p.1-1

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.; 3rd Edition. Solution Manual, Chapter 1 3rd Editi

great job pulling together the material on real reactors in her equipment Alternatmodule on the CD-ROM. lr1

pJPI-IS. I always assign this problem so that the students will learn how to use asPOL YMA TH/MatLab before needing it for chemical reaction engineeringproblems. lime.

AIPl-19. As the WWW becomes more developed, it may be more and more prlimportant to assign this Problem.

DifficultCDPl-A Similar to problems 3,4,11, and 12. SJ

~CDPl-B Points out difference in rate per unit liquid volume and rate per reactor

volume. KM

Summar~ 0

Solution .Assigned Alternates Difficul~ Iimg. Civen Note th

P1-1 a No. . Pl-2(b) AA 2(a),2(d),2(e) SF 15 c&d Yes. Pl-3 AA 3,4,11,12,A. FSF 30 YesI Pl-4 AA 3,4,11,12,A FSF 30 Yes

Pl-5 I YesPI-6 I YesPI-7 I Yes

. PI-8 - Read Only SF 5 YesPI-9 0 YesPI-10 0 FSF 60 YesP1-11 AA 3,4,11,12,A FSF 30 YesPI-12 AA 3,4,11,12,A FSF 30 YesPI-13 I Yes iPl-14 SIC NoPl-15 SIC Partial [

.;Pl-16 SIC Partial. Pl-17 SF 45 No. Pl-1S SF 60 Yes ~

PI-19 I No ~

,CDPI-A AA 3,4,11,12,A FSF 30 ~CDPI-B I FSF 30 t

Assi gneg,. = Always assigned, AA = Always assign one from the group of alternates, .

0 = Often, I = Infrequently, S = Seldom, G = Graduate level iJ. I~p.1-2 ~

~rd Edition, Solution Manual, Chapter 1.her equipment Alternates

In problems that have a dot in conjunction with AA means that one of theproblem, either the problem with a dot or anyone of the alternates are always

1m how to use assigned.on engineering

~Approximate time in minutes it would take a B/B+ student to solve the

lore and more problem.

Qifficult~SF = Straight forward reinforcement of principles (plug and chug)FSF = Fairly straight forward (requires some manipulation of equations or an

rate per reactor intermediate calculation).IC = Intermediate calculation requiredM = More difficultOE = Some parts open-ended.

SolutionGiven "Note the letter problems are found on the CD-ROM. For example A = CDPI-A.

Noc&d Yes

Yes Summary Table Ch-1

Yes4:s Review of Definitions and 1,5,6,7,8,9s Assumptions

esYes Introduction to the CD-ROM 17,18,AYesYes Make a calculation 10,11,12,13YesYes Open-ended 14,15,16YesNo Straight forward 2(b),3,13

PartialPartial Fairly straight forward 4,11,12,B

NoYes More difficult 10No

f alternates,

p.1-3

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18

Chapter 1

EJ.:.1 No solution will be given.

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(a) Reactants might not be hot enough to react.

(b) Plot Cost vs. Volume on log-log paper. Use this graph to generate an equation forcost as a function of volume.

In (Cost) Ys. In (Volume)13

.12 c

i' 11 ~e fU I:'-" . ioc 10. - 9 Y = 0.2901x + 9.4932

80 2 4 6 8 10

In (Volume) PI-4

From this we generate the equation: Cost = 13, 270(V)°.29

We can use this equation to fmd the desired prices: tFor a 6000 gallon reactor: Cost = 13,270(6000)°.29 = $165,400 .For a 15,000 gallon reactor: Cost = 13,270(15,<xx»0.29 = $215,740

(c) V = .!Q.~~~ ln~ L- = 300.3dm30.23 rom 0.00 1 C Ao

(d) For Constant Pressure:

rA=~~=~~~=~+~~ IV dt V dt dt V dt ~

dC C IrA =~+- A wtV.cos(wt) ..dt Vo +VJsin(wt) !ij

(e) He/She might not be able to respond to a malfunction if he/she became injured, and. no one would be there to come to his/her aid.

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