Solutions Manual for
Elements of Chemical Reaction Engineering
Fourth Edition
Brian Vicente
Max Nori
H. Scott Fogler
, Solutions for Chapter 1 – Mole Balances
Synopsis
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.
P1-1. This problem helps the student understand the course goals and objectives.
P1-2. Part (d) gives hints on how to solve problems when they get stuck. Encourages
students to get in the habit of writing down what they learned from each
chapter. It also gives tips on problem solving.
P1-3. Helps the student understand critical thinking and creative thinking, which are
two major goals of the course.
P1-4. Requires the student to at least look at the wide and wonderful resources
available on the CD-ROM and the Web.
P1-5. The ICMs have been found to be a great motivation for this material.
P1-6. Uses Example 1-1 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 P1-15.
P1-7. Straight forward modification of Example 1-1.
P1-8. Helps the student review and member assumption for each design equation.
P1-9 and P1-10. The results of these problems will appear in later chapters. Straight
forward application of chapter 1 principles.
P1-11. Straight forward modification of the mole balance. Assigned for those who
emphasize bioreaction problems.
P1-12. 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.
P1-13. 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 P1-17.
1-1
,P1-14. Many students like this straight forward problem because they see how CRE
principles can be applied to an everyday example. It is often assigned as an in-
class problem where parts (a) through (f) are printed out from the web. Part (g)
is usually omitted.
P1-15. Shows a bit of things to come in terms of reactor sizing. Can be rotated from
year to year with P1-6.
P1-16. Open-ended problem.
P1-17. I always assign this problem so that the students will learn how to use
POLYMATH/MaLab before needing it for chemical reaction engineering
problems.
P1-18. Parts (a) and (b) are open-ended problem.
P1-19 and P1-20. Help develop critical thinking and analysis.
CDP1-A Similar to problems 3, 4, 11, and 12.
CDP1-B Points out difference in rate per unit liquid volume and rate per reactor
volume.
Summary
Assigned Alternates Difficulty Time (min)
P1-1 AA SF 60
P1-2 I SF 30
P1-3 O SF 30
P1-4 O SF 30
P1-5 AA SF 30
P1-6 AA 1-15 SF 15
P1-7 I SF 15
P1-8 S SF 15
P1-9 S SF 15
P1-10 S SF 15
P1-11 O FSF 15
P1-12 I – Read Only SF 30
P1-13 I SF 1
P1-14 O FSF 30
P1-15 O SF 60
P1-16 S SF 15
P1-17 AA SF 60
P1-18 S SF 30
P1-19 O -- 30
P1-20 O FSF 15
1-2
, CDP1-A AA FSF 30
CDP1-B I FSF 30
Assigned
= Always assigned, AA = Always assign one from the group of alternates,
O = Often, I = Infrequently, S = Seldom, G = Graduate level
Alternates
In problems that have a dot in conjunction with AA means that one of the
problem, either the problem with a dot or any one of the alternates are always
assigned.
Time
Approximate time in minutes it would take a B/B+ student to solve the problem.
Difficulty
SF = Straight forward reinforcement of principles (plug and chug)
FSF = Fairly straight forward (requires some manipulation of equations or an
intermediate calculation).
IC = Intermediate calculation required
M = More difficult
OE = Some parts open-ended.
____________
*
Note the letter problems are found on the CD-ROM. For example A ≡ CDP1-A.
Summary Table Ch-1
Review of Definitions and Assumptions 1,5,6,7,8,9
Introduction to the CD-ROM 1,2,3,4
Make a calculation 6
Open-ended 8,16
P1-1 Individualized solution.
P1-2 Individualized solution.
P1-3 Individualized solution.
P1-4 Individualized solution.
P1-5 Solution is in the decoding algorithm given with the modules.
1-3
Elements of Chemical Reaction Engineering
Fourth Edition
Brian Vicente
Max Nori
H. Scott Fogler
, Solutions for Chapter 1 – Mole Balances
Synopsis
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.
P1-1. This problem helps the student understand the course goals and objectives.
P1-2. Part (d) gives hints on how to solve problems when they get stuck. Encourages
students to get in the habit of writing down what they learned from each
chapter. It also gives tips on problem solving.
P1-3. Helps the student understand critical thinking and creative thinking, which are
two major goals of the course.
P1-4. Requires the student to at least look at the wide and wonderful resources
available on the CD-ROM and the Web.
P1-5. The ICMs have been found to be a great motivation for this material.
P1-6. Uses Example 1-1 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 P1-15.
P1-7. Straight forward modification of Example 1-1.
P1-8. Helps the student review and member assumption for each design equation.
P1-9 and P1-10. The results of these problems will appear in later chapters. Straight
forward application of chapter 1 principles.
P1-11. Straight forward modification of the mole balance. Assigned for those who
emphasize bioreaction problems.
P1-12. 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.
P1-13. 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 P1-17.
1-1
,P1-14. Many students like this straight forward problem because they see how CRE
principles can be applied to an everyday example. It is often assigned as an in-
class problem where parts (a) through (f) are printed out from the web. Part (g)
is usually omitted.
P1-15. Shows a bit of things to come in terms of reactor sizing. Can be rotated from
year to year with P1-6.
P1-16. Open-ended problem.
P1-17. I always assign this problem so that the students will learn how to use
POLYMATH/MaLab before needing it for chemical reaction engineering
problems.
P1-18. Parts (a) and (b) are open-ended problem.
P1-19 and P1-20. Help develop critical thinking and analysis.
CDP1-A Similar to problems 3, 4, 11, and 12.
CDP1-B Points out difference in rate per unit liquid volume and rate per reactor
volume.
Summary
Assigned Alternates Difficulty Time (min)
P1-1 AA SF 60
P1-2 I SF 30
P1-3 O SF 30
P1-4 O SF 30
P1-5 AA SF 30
P1-6 AA 1-15 SF 15
P1-7 I SF 15
P1-8 S SF 15
P1-9 S SF 15
P1-10 S SF 15
P1-11 O FSF 15
P1-12 I – Read Only SF 30
P1-13 I SF 1
P1-14 O FSF 30
P1-15 O SF 60
P1-16 S SF 15
P1-17 AA SF 60
P1-18 S SF 30
P1-19 O -- 30
P1-20 O FSF 15
1-2
, CDP1-A AA FSF 30
CDP1-B I FSF 30
Assigned
= Always assigned, AA = Always assign one from the group of alternates,
O = Often, I = Infrequently, S = Seldom, G = Graduate level
Alternates
In problems that have a dot in conjunction with AA means that one of the
problem, either the problem with a dot or any one of the alternates are always
assigned.
Time
Approximate time in minutes it would take a B/B+ student to solve the problem.
Difficulty
SF = Straight forward reinforcement of principles (plug and chug)
FSF = Fairly straight forward (requires some manipulation of equations or an
intermediate calculation).
IC = Intermediate calculation required
M = More difficult
OE = Some parts open-ended.
____________
*
Note the letter problems are found on the CD-ROM. For example A ≡ CDP1-A.
Summary Table Ch-1
Review of Definitions and Assumptions 1,5,6,7,8,9
Introduction to the CD-ROM 1,2,3,4
Make a calculation 6
Open-ended 8,16
P1-1 Individualized solution.
P1-2 Individualized solution.
P1-3 Individualized solution.
P1-4 Individualized solution.
P1-5 Solution is in the decoding algorithm given with the modules.
1-3
