SOLUTIONS
, TABLE OF CONTENTS
Page
1. To the Instructor ............................................................................................ v
2. Example Course Syllabus ............................................................................. vi
3. Course Objectives ......................................................................................... viii
4. Exam and Recitation Section Schedules ....................................................... ix
5. Suggestions for Taking Exams ..................................................................... x
6. What You Should Know About This Course ............................................... xi
7. Standards for Chemical Engineering Homework ......................................... xii
8. Typical Assignments for One Semester ........................................................ xiv
9. Typical Examinations for a One Semester Course ........................................ xvii
4
, To the Instructor
This Solutions Manual accompanies the book Basic Principles and Calculations in
Chemical Engineering, Eighth Edition, published by Prentice Hall. In addition to the
detailed, worked-out solutions for all the problems that follow each chapter in the
textbook and answers to the thought problems, you will find in what follows a number of
useful components of a syllabus for students, information that usually are handed out
during the first day of class:
1. Class grading policies, homework and reading assignments, and
examination information.
2. Class objectives.
3. Schedule of topics covered.
4. Suggestions for taking examinations.
5. Format standards for submitting homework.
Suggested Content for the Introductory Course in Chemical Engineering
The introductory course in chemical engineering is usually taught over an interval of one
or two semesters, or one or three quarters. The textbook contains more material than
can be successfully presented in one quarter and probably in one semester (depending
on the background and previous coursework of students). Although an instructor would
like to assume that a student has learned all of the material covered in earlier courses in
chemistry and physics, it takes just one time in teaching the introductory course to
abandon that expectation. The textbook is organized into four parts comprised of 11
chapters plus 6 additional chapters on the accompanying CD that treat material usually
not included in a one semester course. The following list suggests the chapters to
include in courses of various duration:
One quarter 1–6, 8, 9–10
One semester 1–11
Two quarters 1–7 followed by 8 and 11
Two semesters 1–11 followed by 12–17
5
, Example Course Syllabus Information
for ChE 317 Introduction to Chemical
Engineering
Instructor: D.M. Himmelblau Office: CPE
5.410 Office hours: M-F 10-11 a.m.
1. GENERAL
a. The prerequisites for ChE 317 are Ch 302 and Math 808. If you have not completed
these two courses, you will have to drop ChE 317 and should do so at once.
b. Class conduct is informal. Feel free to raise your hand at any time to ask a question
or for an explanation.
2. EXAMINATIONS
a. Five two-hour examinations plus a final exam will be held at specified announced
dates as shown on the assignment sheets. The last examination will be scheduled
during the final exam period (refer to the course schedule for details). The lowest
exam of the first 5 (excluding the final exam) will be omitted in calculating your final
grade. You must take the final. If you will miss an exam, notify me prior to the exam,
not afterwards, to arrange for a makeup exam.
3. GRADING
a. The grading is based on scores on the examinations, each of which is weighted
equally (90%), plus class discussion and homework (10%). The grades are
assigned on an absolute basis, not a curve:
A > 82
B 71-82
C 61-70
D 51-60
F < 51
hence there is no penalty for working together and helping each other.
b. You will have a grader assigned to this course whose name is , office
number is Room , and office hours are .
c. The recitation session assistant is , office number is Room
, and office hours are .
d. If you disagree with the grader’s method of grading and with the total points he has
given you on a particular problem, discuss it with the grader first, but if you cannot
reach a decision, I will be the referee. Bring exam grade questions to me.
e. Prepare a grade sheet on which you can keep account of your homework and
exam grades so that you will be able to compute your status at any time you wish.
6
, f. A grade of at least a C is required in this course for subsequent courses in
chemical engineering.
4. HOMEWORK PROBLEMS
a. CHEMICAL ENGINEERING STANDARDS WILL BE REQUIRED AND
ENFORCED. (Capital letters intended.)
b. Problems are due at the beginning of each class according to the assignment. No
late problems can be accepted.
c. Turn in a much of a problem as you can get. It is better to get a low grade than
a “miss.”
d. Working together is an important part of professional practice. After the second week
of class, students will be assigned to work on homework (not exams!) in pairs. During
the first two weeks of class look for a possible compatible partner. You will receive a
list of all of the class members with their phone numbers to help in the selection.
Exceptions can be made for individuals who insist on working alone.
e. After each scheduled homework assignment has been turned in, the solution(s) will
be placed in a file located in the ChE stockroom that may be checked out for 2 hours
at a time.
5. If you have difficulty in the early part of the course, confer with me before you get into
trouble.
vii
, Course Objectives
The objectives for Chemical Engineering 317 are as follows:
1. To introduce you to the principles and calculation techniques used in the field of
chemical engineering.
2. To acquaint you with the fundamentals of material and energy balances as applied
to chemical engineering.
3. To acquaint you with efficient methods of problem solving so that you can effectively
solve problems you will encounter after leaving school.
4. To offer practice in defining problems, collecting data, analyzing the data, and breaking it
down into basic patterns, and selection of pertinent information for application.
5. To review certain principles of applied physical chemistry.
6. To help you decide you have chosen the right field.
Contributions to Program Outcomes
By graduation a chemical engineering student should have achieved certain knowledge, skills,
and abilities known as Program Outcomes. ChE 317 contributes to five significant outcomes,
namely an ability to:
1. Apply knowledge of mathematics, chemistry, physics computing, safety, ethical practice,
and technology to solve engineering problems.
2. Apply and integrate elements of chemical engineering to solve problems in design,
operation, and control of processes.
3. Participate in team activity effectively and demonstrate leadership.
4. Communicate effectively via oral, written, and graphic means.
5. Appreciate the societal and economic impact of engineering decisions locally and
globally.
viii
, Fall Semester Exam Schedule
The first 5 exams are evening exams on Thursday, open book, of 2 hours duration, specific times
to be arranged (such as 5-7, 6-8, 7-9, etc.):
Exam 1 September 14
Exam 2 October 1
Exam 3 October 16
Exam 4 November 1
Exam 5 November 15
The final exam is listed in the University final exam schedule (that will appear about
December 1).
Fall Semester Schedule for the Recitation Section
The recitation section will meet on Thursday, 2–3:30 p.m. in CPE 2.220. The objective of the
recitation section is to let you ask questions and provide assistance in problem solving for old or
new ChE 317 homework and exam problems on a one-to-one basis.
Attendance is not required, but you will miss the unique opportunity to get personal
attention if you want it. You will also miss questions asked by other students that you have not
considered. You will also have the chance to meet other students in the class, and discuss
anything (!) with them.
No assignments are made, no grades given, no lectures presented, and no formal
structure exists for the recitation section. It’s up to you to make use of it
9
,Suggestions for Taking Exams
1. Bring what you want to the exams—they are open book. Be sure to have adequate
pencils, batteries, etc.
2. Read the entire examination through quickly before starting to work any one problem.
Then work first on those problems which seem the simplest or about which you are most
confident in solving.
3. Be sure to allot your working times to the questions roughly according to the grade value
of each. If a problem is not completed in the time allotted, it is usually better to
discontinue work on it and spend time on the other problems. Be sure to spend at least
some time on each problem. Partial solutions to all problems usually result in a higher
overall grade than complete solutions to only a small portion of the problems (provided
you do enough work on a problem to indicate that the correct method of attack is being
used).
4. When starting work on a problem read it through carefully and be certain you understand
it. Spend a short time thinking about the method of solution instead of writing down what
first comes to mind.
5. When writing down the solution, organize your work in a neat and logical manner in spite
of the time constraints. This step not only impresses the grader but also permits him or
her to follow the work closely enough so that if a mistake is made he or she can still
evaluate the succeeding work. Neatness and organization also permit you to check your
work more easily and to find quickly information needed later in the problem.
6. In answering a question write enough so that the grader does not have to guess what you
had in mind. For example, when using equations, write down the equation first and then
substitute numbers. A group of numbers alone may confer little information to the grader,
especially if they are the wrong numbers. When using data obtained from tables or
charts, state the source—and in some cases the method of using the source. Draw
pictures, and separate subproblems from each other.
7. If it is obvious that you are not going to finish a problem, carefully outline the remainder
of the solution by numbered steps, and include sufficient details, such as pertinent
equations and methods of solving them, sources for remaining necessary data, etc.
8. If you start to get rattled, slow down a bit— perhaps even think of something besides the
examination for a minute or two. Remember that this one examination is not going to
make or break you whatever success you have on it. View the problem bothering you as
you would a bridge hand, crossword puzzle, or other game that involves solving a
problem based on a given set of facts with available information.
9. Sample old exams are located in the ChE Stockroom, and can be taken out and
copied. Practice solving old exams two or three days in advance of each exam to
isolate your weaknesses in subject material and exam taking skills.
1
0
, What you should know about this course at the beginning that
will be clear by final exam time
1. You no longer are a freshman so that the material covered proceeds at a rapid pace.
2. Your notions of teaching and learning will require substantial adjustment. Our goal is not
for you to reproduce what was told to you in the classroom or you read in the text. Your
study habits probably must change.
3. Lecture time is at a premium and must be used efficiently. Listening is not learning any
more than lecturing is teaching. You are responsible for learning the material, a phase
that will occur primarily outside the classroom. The instructor cannot “teach” all the
skills you need in the short time of a class. It will take you two or three hours on the
average per hour of class time to become proficient.
4. The instructor’s job is to provide a framework of the topic along with demonstrations to
guide you in your learning of concepts, methods, and efficient problem solving skills. It
is not to imprint you with isolated facts and problem types.
5. If you read the material in the assigned section for the next period before coming to
class, the lecture will make more sense, and you can ask questions to clarify any
uncertain issues.
1
1
, THOSE WERE PREVIEW PAGES
TO DOWNLOAD THE FULL PDF
CLICK ON THE L.I.N.K
ON THE NEXT PAGE
1
2
, TABLE OF CONTENTS
Page
1. To the Instructor ............................................................................................ v
2. Example Course Syllabus ............................................................................. vi
3. Course Objectives ......................................................................................... viii
4. Exam and Recitation Section Schedules ....................................................... ix
5. Suggestions for Taking Exams ..................................................................... x
6. What You Should Know About This Course ............................................... xi
7. Standards for Chemical Engineering Homework ......................................... xii
8. Typical Assignments for One Semester ........................................................ xiv
9. Typical Examinations for a One Semester Course ........................................ xvii
4
, To the Instructor
This Solutions Manual accompanies the book Basic Principles and Calculations in
Chemical Engineering, Eighth Edition, published by Prentice Hall. In addition to the
detailed, worked-out solutions for all the problems that follow each chapter in the
textbook and answers to the thought problems, you will find in what follows a number of
useful components of a syllabus for students, information that usually are handed out
during the first day of class:
1. Class grading policies, homework and reading assignments, and
examination information.
2. Class objectives.
3. Schedule of topics covered.
4. Suggestions for taking examinations.
5. Format standards for submitting homework.
Suggested Content for the Introductory Course in Chemical Engineering
The introductory course in chemical engineering is usually taught over an interval of one
or two semesters, or one or three quarters. The textbook contains more material than
can be successfully presented in one quarter and probably in one semester (depending
on the background and previous coursework of students). Although an instructor would
like to assume that a student has learned all of the material covered in earlier courses in
chemistry and physics, it takes just one time in teaching the introductory course to
abandon that expectation. The textbook is organized into four parts comprised of 11
chapters plus 6 additional chapters on the accompanying CD that treat material usually
not included in a one semester course. The following list suggests the chapters to
include in courses of various duration:
One quarter 1–6, 8, 9–10
One semester 1–11
Two quarters 1–7 followed by 8 and 11
Two semesters 1–11 followed by 12–17
5
, Example Course Syllabus Information
for ChE 317 Introduction to Chemical
Engineering
Instructor: D.M. Himmelblau Office: CPE
5.410 Office hours: M-F 10-11 a.m.
1. GENERAL
a. The prerequisites for ChE 317 are Ch 302 and Math 808. If you have not completed
these two courses, you will have to drop ChE 317 and should do so at once.
b. Class conduct is informal. Feel free to raise your hand at any time to ask a question
or for an explanation.
2. EXAMINATIONS
a. Five two-hour examinations plus a final exam will be held at specified announced
dates as shown on the assignment sheets. The last examination will be scheduled
during the final exam period (refer to the course schedule for details). The lowest
exam of the first 5 (excluding the final exam) will be omitted in calculating your final
grade. You must take the final. If you will miss an exam, notify me prior to the exam,
not afterwards, to arrange for a makeup exam.
3. GRADING
a. The grading is based on scores on the examinations, each of which is weighted
equally (90%), plus class discussion and homework (10%). The grades are
assigned on an absolute basis, not a curve:
A > 82
B 71-82
C 61-70
D 51-60
F < 51
hence there is no penalty for working together and helping each other.
b. You will have a grader assigned to this course whose name is , office
number is Room , and office hours are .
c. The recitation session assistant is , office number is Room
, and office hours are .
d. If you disagree with the grader’s method of grading and with the total points he has
given you on a particular problem, discuss it with the grader first, but if you cannot
reach a decision, I will be the referee. Bring exam grade questions to me.
e. Prepare a grade sheet on which you can keep account of your homework and
exam grades so that you will be able to compute your status at any time you wish.
6
, f. A grade of at least a C is required in this course for subsequent courses in
chemical engineering.
4. HOMEWORK PROBLEMS
a. CHEMICAL ENGINEERING STANDARDS WILL BE REQUIRED AND
ENFORCED. (Capital letters intended.)
b. Problems are due at the beginning of each class according to the assignment. No
late problems can be accepted.
c. Turn in a much of a problem as you can get. It is better to get a low grade than
a “miss.”
d. Working together is an important part of professional practice. After the second week
of class, students will be assigned to work on homework (not exams!) in pairs. During
the first two weeks of class look for a possible compatible partner. You will receive a
list of all of the class members with their phone numbers to help in the selection.
Exceptions can be made for individuals who insist on working alone.
e. After each scheduled homework assignment has been turned in, the solution(s) will
be placed in a file located in the ChE stockroom that may be checked out for 2 hours
at a time.
5. If you have difficulty in the early part of the course, confer with me before you get into
trouble.
vii
, Course Objectives
The objectives for Chemical Engineering 317 are as follows:
1. To introduce you to the principles and calculation techniques used in the field of
chemical engineering.
2. To acquaint you with the fundamentals of material and energy balances as applied
to chemical engineering.
3. To acquaint you with efficient methods of problem solving so that you can effectively
solve problems you will encounter after leaving school.
4. To offer practice in defining problems, collecting data, analyzing the data, and breaking it
down into basic patterns, and selection of pertinent information for application.
5. To review certain principles of applied physical chemistry.
6. To help you decide you have chosen the right field.
Contributions to Program Outcomes
By graduation a chemical engineering student should have achieved certain knowledge, skills,
and abilities known as Program Outcomes. ChE 317 contributes to five significant outcomes,
namely an ability to:
1. Apply knowledge of mathematics, chemistry, physics computing, safety, ethical practice,
and technology to solve engineering problems.
2. Apply and integrate elements of chemical engineering to solve problems in design,
operation, and control of processes.
3. Participate in team activity effectively and demonstrate leadership.
4. Communicate effectively via oral, written, and graphic means.
5. Appreciate the societal and economic impact of engineering decisions locally and
globally.
viii
, Fall Semester Exam Schedule
The first 5 exams are evening exams on Thursday, open book, of 2 hours duration, specific times
to be arranged (such as 5-7, 6-8, 7-9, etc.):
Exam 1 September 14
Exam 2 October 1
Exam 3 October 16
Exam 4 November 1
Exam 5 November 15
The final exam is listed in the University final exam schedule (that will appear about
December 1).
Fall Semester Schedule for the Recitation Section
The recitation section will meet on Thursday, 2–3:30 p.m. in CPE 2.220. The objective of the
recitation section is to let you ask questions and provide assistance in problem solving for old or
new ChE 317 homework and exam problems on a one-to-one basis.
Attendance is not required, but you will miss the unique opportunity to get personal
attention if you want it. You will also miss questions asked by other students that you have not
considered. You will also have the chance to meet other students in the class, and discuss
anything (!) with them.
No assignments are made, no grades given, no lectures presented, and no formal
structure exists for the recitation section. It’s up to you to make use of it
9
,Suggestions for Taking Exams
1. Bring what you want to the exams—they are open book. Be sure to have adequate
pencils, batteries, etc.
2. Read the entire examination through quickly before starting to work any one problem.
Then work first on those problems which seem the simplest or about which you are most
confident in solving.
3. Be sure to allot your working times to the questions roughly according to the grade value
of each. If a problem is not completed in the time allotted, it is usually better to
discontinue work on it and spend time on the other problems. Be sure to spend at least
some time on each problem. Partial solutions to all problems usually result in a higher
overall grade than complete solutions to only a small portion of the problems (provided
you do enough work on a problem to indicate that the correct method of attack is being
used).
4. When starting work on a problem read it through carefully and be certain you understand
it. Spend a short time thinking about the method of solution instead of writing down what
first comes to mind.
5. When writing down the solution, organize your work in a neat and logical manner in spite
of the time constraints. This step not only impresses the grader but also permits him or
her to follow the work closely enough so that if a mistake is made he or she can still
evaluate the succeeding work. Neatness and organization also permit you to check your
work more easily and to find quickly information needed later in the problem.
6. In answering a question write enough so that the grader does not have to guess what you
had in mind. For example, when using equations, write down the equation first and then
substitute numbers. A group of numbers alone may confer little information to the grader,
especially if they are the wrong numbers. When using data obtained from tables or
charts, state the source—and in some cases the method of using the source. Draw
pictures, and separate subproblems from each other.
7. If it is obvious that you are not going to finish a problem, carefully outline the remainder
of the solution by numbered steps, and include sufficient details, such as pertinent
equations and methods of solving them, sources for remaining necessary data, etc.
8. If you start to get rattled, slow down a bit— perhaps even think of something besides the
examination for a minute or two. Remember that this one examination is not going to
make or break you whatever success you have on it. View the problem bothering you as
you would a bridge hand, crossword puzzle, or other game that involves solving a
problem based on a given set of facts with available information.
9. Sample old exams are located in the ChE Stockroom, and can be taken out and
copied. Practice solving old exams two or three days in advance of each exam to
isolate your weaknesses in subject material and exam taking skills.
1
0
, What you should know about this course at the beginning that
will be clear by final exam time
1. You no longer are a freshman so that the material covered proceeds at a rapid pace.
2. Your notions of teaching and learning will require substantial adjustment. Our goal is not
for you to reproduce what was told to you in the classroom or you read in the text. Your
study habits probably must change.
3. Lecture time is at a premium and must be used efficiently. Listening is not learning any
more than lecturing is teaching. You are responsible for learning the material, a phase
that will occur primarily outside the classroom. The instructor cannot “teach” all the
skills you need in the short time of a class. It will take you two or three hours on the
average per hour of class time to become proficient.
4. The instructor’s job is to provide a framework of the topic along with demonstrations to
guide you in your learning of concepts, methods, and efficient problem solving skills. It
is not to imprint you with isolated facts and problem types.
5. If you read the material in the assigned section for the next period before coming to
class, the lecture will make more sense, and you can ask questions to clarify any
uncertain issues.
1
1
, THOSE WERE PREVIEW PAGES
TO DOWNLOAD THE FULL PDF
CLICK ON THE L.I.N.K
ON THE NEXT PAGE
1
2
