Elements of chemical reaction engineering fogler pdf download

A tower containing cylindrical blocks would be unstable and would fall apart as we study later chapters. Figure P-2 Building blocks. A flow diagram showing the possible paths is shown in Figure P The reader will observe that although metric units are used primarily in this text e. This choice is intentional! We believe that whereas most papers published today use the metric system, a significant amount of reaction engineering data exists in the older literature in English units.

Because engineers will be faced with extract- ing information and reaction rate data from older literature as well as from the cur- rent literature, they should be equally at ease with both English and metric units.

Table P-1 shows examples of topics that can be converged in a graduate course and an undergraduate course. In a four-hour undergraduate course at the University of Michigan, approximately thirteen chapters are covered in the fol- lowing order: Chapters 1 through 7 Exam 1 ; Chapters 8, 11, and 12 Exam 2 ; and Chapter 13 and parts of Chapters 9 and 10 Exam 3. There are notes in the margins, which are meant to serve two purposes.

First, they act as guides or commentary as one reads through the material. Sec- ond, they identify key equations and relationships that are used to solve CRE problems. The companion, interactive Web site material is an updated version of the CRE Web site and is a novel and unique part of this book.

For discussion of how to use the Web site and text interactively, see Appendix I. Reducing the weight makes it easier for the students to carry the book with them at all times, such as while on the campus shuttle or while eat- ing at the cafeteria or the student union. The expanded material includes deri- vations, examples, and novel applications of CRE principles. The CRE Web site includes the following additional resources: 1. What Entertainment Is on the Web Site? The ICG keeps track of all the correct answers and at the end of the game displays a coded performance number that reflects how well you mastered the material in the text.

Instruc- tors have a manual to decode the performance number. Web Modules The Web Modules are a number of examples that apply key CRE concepts to both standard and nonstandard reaction engi- neering problems e.

Solved Problems A number of solved problems are presented along with problem-solv- ing heuristics. Problem-solving strategies and additional worked example problems are available in the Problem Solving section of the CRE Web site. Material from the fifth edition of Elements of Chemical Reaction Engineering that is not included in the printed textbook. Material that is important to the practicing engineer, such as details of the industrial reactor design for the oxidation of SO2 and design of spherical reactors and other material that is typically not included in the majority of chemical reaction engineering courses but is included here.

The working of homework problems facilitates a true understanding of CRE. After reading a chapter the student may feel they have an understanding of the material. These example problems are a key resource. These numberlevel problems should be worked before tackling the more challenging homework problems in a given chapter. The sub- script letter A, B, C, or D after each problem number denotes the difficulty of the problem i. The Polymath software includes an ordinary differential equa- tion ODE solver, a nonlinear equation solver, and nonlinear regression.

As with previous editions of this book, Polymath is used to explore the example problems and to solve the homework problems. Most chemical engineering departments in the United States have site licenses for Polymath. If your department does not have a site license and would like one, have your instructor e-mail the CACHE Cor- poration at cache uts.

The Polymath software used in the examples in the text is available in most department computer labs in the United States.

If you want to have Polymath on your personal laptop computer, you will need to purchase the program. Polymath 6. AspenTech is a process flow sheet simulator used in most senior chemical engineering design courses. It is now routinely introduced in earlier chemical engineering courses, such as thermodynamics, separations, and now in CRE. Like Polymath, AspenTech site licenses are available in most chemical engineering departments in the United States.

As with Polymath programs, the input parameters in AspenTech can be varied to learn how they change the temperature and concentration profiles. Further details are given in Appendix D. The COMSOL Multiphysics software is a partial dif- ferential equation solver that is used with Chapters 12 and 18 to view both axial and radial temperature and concentration profiles.

Further details of these three software packages can be found in Appen- dix D. This section was developed by Dr. Susan Montgomery at the University of Michigan. Here, a wealth of photographs and descriptions of real and ideal reactors are given. Developed by Professor Richard Herz at the University of California at San Diego, this interactive tool will allow students not only to test their comprehension of the CRE material, but also to explore different situations and combinations of reaction orders and types of reactions.

CRE Web Site. Additional material may also be added to include more solved problems, as well as additional Web Modules, which will also be found under Updates and FAQs. Enhance Critical Thinking Skills A third goal of this book is to enhance critical thinking skills. How does one enhance their critical thinking skills? Answer by learning how to ask the criti- cal thinking questions in Table P-2 and carry out the actions in Table P A number of homework problems have been included that are designed for this purpose.

Socratic questioning is at the heart of critical thinking, and a number of homework problems draw from R. How does this relate to our discussion?

How can you verify or disprove that assumption? What are the consequences of that assumption? Why do you think I asked this question? Scheffer and Rubenfeld4,5 describe how to practice critical thinking skills using the activities, statements, and questions shown in Table P The reader should try to practice using some or all of these actions every day, as well as asking the critical thinking questions in Table P-1 and on the Web site.

Scheffer and M. This goal is achieved by using a number of problems that are open-ended to various degrees. With these, students can practice their creative skills by exploring the example problems, as outlined at the beginning of the home problems of each chapter, and by making up and solving an original problem.

Problem P in the text gives some guidelines for developing original problems. A number of techniques that can aid students in practicing and enhancing their creativity 6 R. Assume you made no numerical errors in your calculations. For example, what if someone suggested that you should double the catalyst particle diameter, what would you say? This problem is particularly interesting because two reac- tions are endothermic and one is exothermic.

More difficult? Fogler, S. LeBlanc, with B. Upper Saddle River, N. Preface xxix J. It has the added strength of breaking down the material into smaller bites, as there are now 18 chapters to cover the same concepts as the 14 chapters in the fourth edition.

At the same time, this edition provides new resources that allow stu- dents to go beyond solving equations in order to get an intuitive feel and understanding of how reactors behave under different situations.

This under- standing is achieved through more than 80 interactive simulations LEPs provided on the Web site. For example, as discussed in Appendix I the Global Learner can get an overview of the chapter material from the Summary Notes; the Sequential Learner can use all the hot buttons; and the active learner can interact with the ICGs and use the hot buttons in the Summary Notes.

A new pedagogical concept is introduced in this text through expanded emphasis on the example problems. Here, the students simply load the Living Example Problems LEPs onto their computers and then explore the problems to obtain a deeper understanding of the implications and generalizations before working the homework problems for that chapter. This exploration helps stu- dents get an innate feel for reactor behavior and operation, as well as develop and practice their creative thinking skills.

To develop critical thinking skills, instructors can assign one of the new homework problems on troubleshooting, as well as ask the students to expand homework problems by asking a related question that involves critical thinking using Tables P-2 and P For example, in the case study on safety, students can use the LEP on the CRE Web site to carry out a postmortem analysis on the nitroaniline explosion in Example to learn what would have happened if the cooling had failed for five minutes instead of ten minutes.

To this end, a new feature in the text is an Analysis paragraph at the end of each example problem. Significant effort has been devoted to developing example and homework problems that foster critical and creative thinking. Safety: Three industrial explosions are discussed and modeled. Nitroaniline Batch Reactor Runaway Chapter 13 c. Solar Energy: Three examples of solar energy conversion are dis- cussed. Solar Chemical Reactions Chapter 3 b.

Solar Thermal Reactors Chapter 8 c. Solar Catalytic Water Splitting Chapter 10 3. Alternative Fuels: a. Production of Algae for Biomass Chapter 9 4. The example problems are a. Production of Ethylene from Ethane b. The Pyrolysis of Benzene c. Adiabatic Production of Acetic Anhydride However, all intensive laws tend often to have exceptions. Very important con- cepts take orderly, responsible statements.

Virtually all laws intrinsically are natural thoughts. General observations become laws under experimentation. There are so many colleagues and students who contributed to this book that it would require another chapter to thank them all in an appropriate manner. I again acknowledge all my friends, students, and colleagues for their contribu- tions to the fifth edition of Elements of Chemical Reaction Engineering.

I would like to give special recognition as follows. First of all, I am indebted to Ame and Catherine Vennema, whose gift of an endowed chair greatly facilitated the completion of this project. My col- league Dr. He has been a wonderful colleague to work with. I also would like to thank University of Michigan undergraduate students Arthur Shih, Maria Quigley, and Brendan Kirchner, who worked on earlier versions of the Web site.

Their hard work and suggestions are greatly appreci- ated. Preface xxxi The many stimulating discussions on activation energy with Professor Michael Stamatakis in the Chemical Engineering Department at University College London are greatly appreciated. Michael B. Cutlip, coauthor of Poly- math, not only gave suggestions and a critical reading of many sections, but also, most importantly, provided continuous support and encouragement throughout the course of this project.

Bernard Goodwin and Laura Lewin, editors at Prentice Hall, were extremely encouraging, helpful, and supportive throughout. Julie Nahil, full-service production manager at Prentice Hall, was fantastic throughout. She provided encouragement, attention to detail, and a great sense of humor, which were greatly appreciated. Richa Motwani from IIT Guwahati, and Gunish Handa and Prafful Bhansali from IIT Bombay, did an extraordinary job in proofreading the galley proofs of the manuscript and making helpful sug- gestions for changes as well as putting the solution manual in final form.

I very much appreciated the patience of all my Ph. Mark helped proofread a number of chapters of the page proofs; Professor Michael Senra class-tested the draft version of the fifth edition, and he and his students gave many valuable suggestions to this edition.

Laura Bracken is very much a part of this book. I appreciate her excel- lent deciphering of equations and scribbles, her organization, her discovery of mistakes and inconsistencies, and her attention to detail in working with the galleys and proofs. Through all this was her ever-present wonderful disposi- tion.

Thanks, Radar!! Finally, to my wife Janet, love and thanks. Not only did she type the first edition of this book—on a Royal Select typewriter! Without her enormous help and support the project would never have been possible.

He received his B. He has been research advisor to more than forty-five Ph. The Wide Wild World of Chemical Reaction Engineering Chemical kinetics is the study of chemical reaction rates and reaction mecha- nisms. The study of chemical reaction engineering CRE combines the study of chemical kinetics with the reactors in which the reactions occur.

Chemical How is a chemical kinetics and reactor design are at the heart of producing almost all industrial engineer different chemicals, such as the manufacture of phthalic anhydride shown in Figure It is primarily a knowledge of chemical kinetics and reactor design that distin- guishes the chemical engineer from other engineers. The chemical reaction engineering CRE principles learned here can also be applied in many areas, such as waste treatment, microelectronics, nano- particles, and living systems, in addition to the more traditional areas of the manufacture of chemicals and pharmaceuticals.

Some of the examples that illustrate the wide application of CRE principles in this book are shown in Figure These examples include modeling smog in the Los Angeles L.

Also shown are the manufacture of ethylene glycol antifreeze , where three of the most common types of industrial reactors are used Chap- ters 5 and 6 , and the use of wetlands to degrade toxic chemicals Chapter 7 on the CRE Web site.

Other examples shown are the solid-liquid kinetics of acid-rock interactions to improve oil recovery Chapter 7 ; pharmacokinetics of cobra bites Chapter 8 Web Module ; free-radical scavengers used in the design of motor oils Chapter 9 ; enzyme kinetics Chapter 9 and drug deliv- ery pharmacokinetics Chapter 9 on the CRE Web site ; heat effects, runaway reactions, and plant safety Chapters 11 through 13 ; and increasing the octane number of gasoline and the manufacture of computer chips Chapter This accounting process is achieved through overall mole balances on indi- vidual species in the reacting system.

Finally, a brief summary and series of short review questions are given at the end of the chapter. The term chemical species refers to any chemical component or element with a given identity. For example, 2-butene has four carbon atoms and eight hydrogen atoms; however, the atoms in this compound can form two different arrangements.

Therefore, we consider them as two different species, even though each has the same number of atoms of each element. When has a We say that a chemical reaction has taken place when a detectable num- chemical reaction ber of molecules of one or more species have lost their identity and assumed a taken place? In this classical approach to chemical change, it is assumed that the total mass is neither cre- ated nor destroyed when a chemical reaction occurs.

The mass referred to is the total collective mass of all the different species in the system. However, when considering the individual species involved in a particular reaction, we do speak of the rate of disappearance of mass of a particular species.

The rate of disappearance of a species, say species A, is the number of A molecules that lose their chemical identity per unit time per unit volume through the breaking and subsequent re-forming of chemical bonds during the course of the reac- tion.

There are three basic ways a species may lose its chemical identity: decomposition, combination, and isomerization. In decomposition, the mole- cule loses its identity by being broken down into smaller molecules, atoms, or atom fragments. A second way that a molecule may lose its chemical identity is through combination with another molecule or atom.

In the above reaction, the propylene molecule would lose its chemical identity if the reaction were carried out in the reverse direction, so that it combined with benzene to form cumene.

The rate at which a given chemical reaction proceeds can be expressed in several ways. To illustrate, consider the reaction of chlorobenzene and chloral to produce the banned insecticide DDT dichlorodiphenyl-trichloroethane in the presence of fuming sulfuric acid.

What is —rA? The rate of reaction, —rA, is the number of moles of A e. Example 1—1 Chloral is being consumed at a rate of 10 moles per second per m3 when reacting with chlorobenzene to form DDT and water in the reaction described above. The symbol rj is the rate of formation generation of species j. If species The convention j is a product, then rj will be a positive number. The rate of reaction, —rA, is the rate of disappearance of reactant A and must be a positive number.

Heterogeneous reactions involve more than one phase. In heterogeneous reaction systems, the rate of reaction is usually expressed in measures other than volume, such as reaction surface area or catalyst weight. For a gas-solid catalytic reaction, the gas molecules must interact with the solid catalyst sur- face for the reaction to take place, as described in Chapter It is the number of moles of species j generated per unit volume per unit time.

We can say four things about the reaction rate rj. The chemical reaction rate law is essentially an algebraic equation involving concentration, not a differential equation. Crynes and H. Fogler, eds. Equation states that the rate of disappearance of A is equal to a rate constant k which is a function of temperature times the square The convention of the concentration of A. As noted earlier, by convention, rA is the rate of for- mation of A; consequently, —rA is the rate of disappearance of A.

Throughout this book, the phrase rate of generation means exactly the same as the phrase rate of formation, and these phrases are used interchangeably. The volume enclosed by these boundaries is referred to as the system volume.

We shall perform a mole balance on species j in a system volume, where species j represents the particular chemical species of interest, such as water or NaOH Figure Figure Mole balance on species j in a system volume, V. If all the system variables e. Figure Dividing up the system volume, V.

The total rate of generation within the system volume is the sum of all the rates of generation in each of the subvolumes. The reactor can be charged i. Section 1. It is referred to as the continuous-stirred used for? Equipment on the CRE Web site. It is normally operated at steady state and is assumed to be perfectly mixed; consequently, there is no time dependence or position dependence of the temperature, concentration, or reaction rate inside the CSTR.

That is, every variable is the same at every point inside the reactor. Open-ended problems that encourage students to practice creative problem-solving skills. Scott Fogler Free? You all must have this kind of questions in your mind.

Below article will solve this puzzle of yours. Just take a look. The reason is the electronic devices divert your attention and also cause strains while reading eBooks. Thurnau Professor at the University of Michigan. He has been research advisor to forty-five Ph. Pruitt Award from the Council for Chemical Research. Scott Fogler — Details. EasyEngineering team try to Helping the students and others who cannot afford buying books is our aim.

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