Open-Ended Problems
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Preface xix Acknowledgements xxi Part I: Introduction to the Open-Ended Problem Approach 1 Part II: Chemical Engineering Topics 13 1 Materials Science and Engineering 15 1.1 Overview 15 1.2 Crystallography of Perfect Crystals (CPC) 17 1.3 Crystallography of Real Crystals (CRC) 25 1.4 Materials of Construction 27 1.5 Resistivity 28 1.6 Semiconductors 29 1.7 Illustrative Open-Ended Problems 30 1.8 Open-Ended Problems 34 References 37 2 Applied Mathematics 39 2.1 Overview 39 2.2 Differentiation and Integration 41 2.3 Simultaneous Linear Algebraic Equations 42 2.4 Nonlinear Algebraic Equations 43 2.5 Ordinary and Partial Differential Equation 44 2.6 Optimization 45 2.7 Illustrative Open-Ended Problems 48 2.8 Open-Ended Problems 51 References 56 3 Stoichiometry 59 3.1 Overview 59 3.2 The Conservation Law 60 3.3 Conservation of Mass, Energy, and Momentum 62 3.4 Stoichiometry 64 3.5 Illustrative Open-Ended Problems 67 3.6 Open-Ended Problems 72 References 77 4 Thermodynamics 79 4.1 Overview 79 4.2 Enthalpy Effects 81 4.3 Second Law Calculations 84 4.4 Phase Equilibrium 86 4.5 Chemical Reaction Equilibrium 88 4.6 Illustrative Open-Ended Problems 90 4.7 Open-Ended Problems 94 References 97 5 Fluid Flow 99 5.1 Overview 99 5.2 Basic Laws 101 5.3 Key Fluid Flow Equations 102 5.4 Fluid-Particle Applications 108 5.5 Illustrative Open-Ended Problems 110 5.6 Open-Ended Problems 114 References 118 6 Heat Transfer 119 6.1 Overview 119 6.2 Conduction 121 6.3 Convection 122 6.4 Radiation 125 6.5 Condensation, Boiling, Refrigeration, and Cryogenics 126 6.6 Heat Exchangers 127 6.7 Illustrative Open-Ended Problems 129 6.8 Open-Ended Problems 134 References 139 7 Mass Transfer Operations 141 7.1 Overview 141 7.2 Absorption 143 7.3 Adsorption 148 7.4 Distillation 152 7.5 Other Mass Transfer Processes 158 7.6 Illustrative Open-Ended Problems 160 7.7 Open-Ended Problems 163 References 166 8 Chemical Reactors 169 8.1 Overview 169 8.2 Chemical Kinetics 171 8.3 Batch Reactors 174 8.4 Continuous Stirred Tank Reactors (CSTRs) 176 8.5 Tubular Flow Reactors 178 8.6 Catalytic Reactors 181 8.7 Thermal Effects 184 8.8 Illustrative Open-Ended Problems 187 8.9 Open-Ended Problems 192 References 196 9 Process Control and Instrumentation 197 9.1 Overview 197 9.2 Process Control Fundamentals 199 9.3 Feedback Control 203 9.4 Feedforward Control 204 9.5 Cascade Control 205 9.6 Alarms and Trips 206 9.7 Illustrative Open-Ended Problems 207 9.8 Open-Ended Problems 209 References 212 10 Economics and Finance 10.1 Overview 213 10.2 Capital Costs 216 10.3 Operating Costs 217 10.4 Project Evaluation 218 10.5 Perturbation Studies in Optimization 219 10.6 Principles of Accounting 220 10.7 Illustrative Open-Ended Problems 221 10.8 Open-Ended Problems 225 References 230 11 Plant Design 233 11.1 Overview 233 11.2 Preliminary Studies 235 11.3 Process Schematics 236 11.4 Material and Energy Balances 237 11.5 Equipment Design 238 11.6 Instrumentation and Controls 240 11.7 Design Approach 240 11.8 The Design Report 242 11.9 Illustrative Open-Ended Problems 243 11.10 Open-Ended Problems 246 References 250 12 Transport Phenomena 253 12.1 Overview 253 12.2 Development of Equations 255 12.3 The Transport Equations 256 12.4 Boundary and Initial Conditions 257 12.5 Solution of Equations 258 12.6 Analogies 258 12.7 Illustrative Open-Ended Problems 262 12.8 Open-Ended Problems 264 References 267 13 Project Management 269 13.1 Overview 269 13.2 Managing Project Activities 271 13.3 Initiating 272 13.4 Planning/Scheduling 273 13.5 Gantt Charts 275 13.6 Executing/Implementing 276 13.7 Monitoring/Controlling 277 13.8 Completion/Closing 278 13.9 Reports 279 13.10 Illustrative Open-Ended Problems 280 13.11 Open-Ended Problems 284 References 291 14 Environmental Management 293 14.1 Overview 293 14.2 Environmental Regulations 295 14.3 Classification, Sources, and Effects of Pollutants 296 14.4 Multimedia Concerns 297 14.5 ISO 14000 298 14.6 The Pollution Prevention Concept 299 14.7 Green Chemistry and Green Engineering 300 14.8 Sustainability 301 14.9 Illustrative Open-Ended Problems 302 14.10 Open-Ended Problems 309 References 315 15 Environmental Health and Hazard Risk Assessment 317 15.1 Overview 317 15.2 Safety and Accidents 319 15.3 Regulations 320 15.4 Emergency Planning and Response 321 15.5 Introduction to Environmental Risk Assessment 322 15.6 Health Risk Assessment 323 15.7 Hazard Risk Assessment 326 15.8 Illustrative Open-Ended Problems 329 15.9 Open-Ended Problems 333 References 341 16 Energy Management 343 16.1 Overview 343 16.2 Energy Resources 345 16.3 Energy Quantity/Availability 346 16.4 General Conservation Practices in Industry 346 16.5 General Domestic Conservation Applications 347 16.6 General Commercial Real Estate Conservation Applications 348 16.7 Architecture and the Role of Urban Planning 349 16.8 The U.S. Energy Policy/Independence 350 16.9 Illustrative Open-Ended Problems 352 16.10 Open-Ended Problems 355 References 361 17 Water Management 363 17.1 Overview 363 17.2 Water as a Commodity and as a Human Right 365 17.3 The Hydrologic Cycle 366 17.4 Water Usage 367 17.5 Regulatory Status 367 17.6 Acid Rain 370 17.7 Treatment Processes 371 17.8 Future Concerns 372 17.9 Illustrative Open-Ended Problems 373 17.10 Open-Ended Problems 376 References 381 18 Biochemical Engineering 83 18.1 Overview 383 18.2 Enzyme and Microbial Kinetics 385 18.3 Enzyme Reaction Mechanisms 386 18.4 Effectiveness Factor 389 18.5 Design Procedures 391 18.6 Illustrative Open-Ended Problems 394 18.7 Open-Ended Problems 399 References 403 19 Probability and Statistics 405 19.1 Overview 405 19.2 Probability Definitions and Interpretations 407 19.3 Introduction to Probability Distributions 408 19.4 Discrete and Continuous Probability Distributions 410 19.5 Contemporary Statistics 410 19.6 Regression Analysis (3) 411 19.7 Analysis of Variance 412 19.8 Illustrative Open-Ended Problems 413 19.9 Open-Ended Problems 418 References 425 20 Nanotechnology 427 20.1 Overview 427 20.2 Early History 429 20.3 Fundamentals and Basic Principles 429 20.4 Nanomaterials 430 20.5 Production Methods 431 20.6 Current Applications 432 20.7 Environmental Concerns 433 20.8 Future Prospects 434 20.9 Illustrative Open-Ended Problems 436 20.10 Open-Ended Problems 440 References 443 21 Legal Considerations 445 21.1 Overview 445 21.2 Intellectual Property Law 447 21.3 Contract Law 448 21.4 Tort Law 448 21.5 Patents 449 21.6 Infringement and Interferences 451 21.7 Copyrights 452 21.8 Trademarks 453 21.9 The Engineering Professional Licensing Process 454 21.10 Illustrative Open-Ended Problems 454 21.11 Open-Ended Problems 457 22 Ethics 463 22.1 Overview 463 22.2 The Present State 464 22.3 Moral Issues 466 22.4 Engineering Ethics 467 22.5 Environmental Justice 468 22.6 Illustrative Open-Ended Problems 470 22.7 Open-Ended Problems 473 References 480 Part III: Term Projects 483 23 Term Projects (2): Applied Mathematics 485 23.1 Term Project 23.1 486 23.2 Term Project 23.2 487 References 488 24 Term Projects (2): Stoichiometry 489 24.1 Term Project 24.1 490 24.2 Chemical Plant Solid Waste 493 Reference 493 25 Term Projects (2): Thermodynamics 495 25.1 Estimating Combustion Temperatures 496 25.2 Generating Entropy Data 496 References 497 26 Term Projects (6): Fluid Flow 499 26.1 Pressure Drop - Velocity - Mesh Size Correlation 500 26.2 Fanning?s Friction Factor: Equation Form 500 26.3 An Improved Pressure Drop and Flooding Correlation 503 26.4 Ventilation Model I 505 26.5 Ventilation Model II 506 26.6 Two ? Phase Flow 506 27 Term Projects (4): Heat Transfer 509 27.1 Wilson?s Method 510 27.2 Heat Exchanger Network I 511 27.3 Heat Exchanger Network II 513 27.4 Heat Exchanger Network III 514 References 515 28 Term Projects (5): Mass Transfer Operations 517 28.1 An Improved Absorber Design Procedure 518 28.2 An Improved Adsorber Design Procedure 519 28.3 Multicomponent Distillation Calculations 520 28.4 A New Liquid-Liquid Extraction Process 523 28.5 Designing and Predicting the Performance of Cooling Towers 525 References 526 29 Term Projects (2): Chemical Reactors 529 29.1 Minimizing Volume Requirements for CSTRs in Series I 530 29.2 Minimizing Volume Requirements for CSTRs in Series II 531 References 531 30 Term Projects (4): Plant Design 533 30.1 Chemical Plant Shipping Facilities 534 30.2 Plant Tank Farms 535 30.3 Chemical Plant Storage Requirements 536 30.4 Inside Battery Limits (ISBL) and Process Flow Approach 538 References 541 31 Term Projects (4): Environmental Management 543 31.1 Dissolve The USEPA 544 31.2 Solving Your Town's Sludge Problem 547 31.3 Benzene Underground Storage Tank Leak 549 31.4 An Improved MSDS Sheet 551 32 Term Projects (4): Health and Hazard Risk Assessment 553 32.1 Nuclear Waste Management 554 32.2 An Improved Risk Management Program 555 32.3 Bridge Rail Accident: Fault and Event Tree Analysis 557 32.4 HAZOP: Tank Car Loading Facility 558 References 560 33 Term Projects (3): Unit Operations Laboratory Design Projects 561 33.1 Hand Pump 562 33.2 Rooftop Garden Bed 563 33.3 Hydration Station Counter 564 Reference 566 34 Term Projects (4): Miscellaneous Topics 567 34.1 Standardizing Project Management 568 34.2 Monte Carlo Simulation: Bus Section Failures in Electrostatic Precipitators 569 34.3 Hurricane and Flooding Concerns 570 34.4 Meteorites 571 References 573 Index 575
Part I
INTRODUCTION TO THE OPEN-ENDED PROBLEM APPROACH
This part is a stand-alone portion of the book, which serves the sole purpose of introducing the reader to open-ended problems and the open-ended problem approach.
The reader is constantly reminded of the need for change in the chemical engineering curriculum and, there is a need to change. The key word in the new chemical engineering curriculum will be innovation. It must be innovation if the profession is to survive. Presenting problems with "discrete" solutions thwarts the preparation of students by constraining their vitality, energy, and intellectual capabilities, and will minimize their impact on the future marketplace. Thus, failure to develop the innovative skills of future chemical engineers will adversely affect their careers. Bottom line: creativity, imagination, and (once again) innovation will be a requisite for success in the future.
Finally, the reader should note that a good part of the material presented in this Part was adapted from the earlier work by Theodore titled Chemical Engineering: The Essential Reference, Chapter 30 Open-Ended Problems, McGraw-Hill, New York City, NY, 2014. [1]
Overview
The phrase for success at the turn of the 20th century was: work hard and you will succeed. What was heard during the careers of both authors as educators and practitioners was the phrase: work intelligently and you will succeed. However, the key phrase for the 21st century is: be innovative and you will succeed. This will be the theme for the engineers and scientists of tomorrow; and, more than any other profession, it will become the key to success for future chemical engineers. For success to follow, the education of chemical engineers, in terms of the curriculum, will have to change if they are to succeed.
As noted earlier, the key word in the new chemical engineering curriculum will be innovation. It must be innovation if the profession is to survive. It will require more than possessing traditional problem-solving skills in order for the chemical engineering workforce to be appropriately educated. The authors have always advocated that one of the most important jobs of an educator is to anticipate the future.
Career paths in chemical engineering are now undergoing a change-a drastic change in the authors' opinion. The days of the need for massive numbers of chemical engineers required to size pumps, design heat exchangers, predict the performance of multi-component distillations columns is now a distinct memory. Handbook solutions are being replaced with creative, innovative action; hard work is being replaced by the need to understand software, etc. The conversion process will take time; educating and cultivating this intellectual approval for the new breed of engineers will not come overnight. But the time to start is NOW.
In terms of introduction, the cliché of the creative individual has unfortunately been aptly described throughout history- the Einsteinian wild hair, being locked in a room for days at a time, mumbling to one's self, eating sporadically, lost in a fog of conflicting thoughts, not paying attention to one's hygiene, working diligently until that times when the "light goes on" moment of discovery, etc. This chapter will provide (among other things) specific suggestions on how to develop and improve one's critical thinking abilities. [2]
Engineering is one of the noblest of professions, and the authors are extremely proud to be part of it. They are fortunate to have served as chemical engineering educators during their careers. A good part of this effort was directed to improving critical thinking skills of students in recent years. Check any engineering school's web-site and locate its mission statement. Many of these will carry the phrase "fosters creativity and innovation" among its students. But do they really? The authors hope so. But then again, how does one teach it? [2]
As a chemical engineering educator, one is required to teach traditional basic scientific and technical principles in courses like thermodynamics, heat transfer, reaction kinetics, etc., but, along with the lectures, one should include an emphasis on creativity, problem solving and failure(s). These three terms are definitely interrelated. Finding solutions to problems is a creative activity. Failure comes into play since there are often solutions with high uncertainty and many or no correct answers. [2]
The remainder of this part addresses a host of topics involved with open-ended problems and approaches. The following sections are addressed:
1. General Thoughts 2. The Authors' Approach 3. Earlier Experiences 4. Developing Students' Power of Critical Thinking 5. Creativity and Brainstorming 6. Inquiring Minds 7. Final ThoughtsGeneral Thoughts
Here are a baker's dozen general thoughts regarding the open-ended problem approach drawn from the files of one of the authors. [3]
1. Abstract reasoning is the ability to analyze information and solve problems on a complex, thought-based level. 2. Software will become increasingly more important. 3. In order to create an individual's intellectual capabilities, one has to nurture and cultivate while educating, which may take decades of effort. 4. To reach the upper levels of science and technology, one needs creativity, imagination, and innovation, which at present is not being nurtured. 5. Wealth will be generated from technological innovations. 6. The labor market is undergoing a historic change, and individuals in the future should exploit this. 7. Everything is possible for the individual who doesn't have to do it. 8. It's okay for a scheme not to work, i.e., it's okay to fail. 9. Chemical engineers in the future will be judged and rewarded by their ability to predict evolving situations and formulate concrete strategies. 10. An important part of success will be to anticipate future situations, evaluate possible outcomes, and set appropriate goals. 11. Many of the old blue-collar factory jobs will disappear. 12. The chemical engineer has to be educated to meet the challenges of this century, and this will require activities that involve creativity, artistic ability, innovation, leadership, and analysis. 13. The chemical engineer who develops good habits of problem solving early in his/her career will save considerable time and avoid many frustrations later in life.The Authors' Approach
Here is what the authors have stressed to their students in terms of developing problem-solving skills and other creative thinking.
1. Carefully define the problem at hand. 2. Obtain all pertinent data and information. 3. Initially, generate an answer or solution. 4. Examine and evaluate as many alternatives as possible, employing "what if" scenarios [1]. 5. Reflect on the above over time. 6. Consider returning to step 1 and repeat/expand the process.The traditional methodology of solving problems has been described for decades with the following broad stepwise manner:
1. Understand the problem. 2. Devise a plan. 3. Carry out the plan. 4. Look back and (possibly) revise.Many now believe creative thinking should be part of every student's education. Here are some ways that have proven to nudge the creative process along:
1. Break out of the one-and-only answer rut. 2. Use creative thinking techniques and games. 3. Foster creativity with assignments and projects. 4. Be careful not to punish creativity.The above-suggested activities will ultimately help develop a critical thinker that:
1. Raises important questions and problems, formulating them clearly and precisely. 2. Gathers and assesses relevant information, using abstract ideas to interpret it effectively. 3. Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards. 4. Thinks open mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences. 5. Communicates effectively with others in figuring out solutions to complex problems.The analysis aspect of a problem remains. It essentially has not changed.
The analysis of a new problem in chemical process engineering can still be divided into four steps.
1. Consideration of the process in question. 2. Mathematical description of the process, if applicable. 3. Solution of any mathematical relationships to provide a solution. 4. Verification of the solution.Earlier Experiences[1,4,5]
The educational literature provides frequent references to individuals, particularly engineers, and other technical fields, that have different learning styles, and in order to successfully draw on these different styles, a variety of approaches can be employed. One such...
