, CONTENTS
Notes to the Instructor iv
Section/Problem Concordance vi
Sample Assignment Schedule I ix
Sample Assignment Schedule II x
Sample Responses to a Creativity Exercise xi
Transparency Masters xvi
Compressibility charts xvii
Cox vapor pressure chart xxi
Psychrometric chart – SI units xxii
Psychrometric chart – American engineering units xxiii
Enthalpy-concentration chart: H2SO4-H2O xxiv
Enthalpy-concentration chart: NH3-H2O xxv
Problem Solutions
Chapter 2 2-1
Chapter 3 3-1
Chapter 4 4-1
Chapter 5 5-1
Chapter 6 6-1
Chapter 7 7-1
Chapter 8 8-1
Chapter 9 9-1
Chapter 10 10-1
Chapter 11 11-1
Chapter 12 (Case Study 1) 12-1
Chapter 13 (Case Study 2) 13-1
Chapter 14 (Case Study 3) 14-1
3
,NOTES TO THE INSTRUCTOR
Problem Assignments
To aid in the structuring of the course, we have provided a section/problem concordance on pp.
vii–ix and two sample assignment schedules on pp. x–xi.
We believe there is far too much material in the textbook to attempt to cover in one semester or
two quarters. The sample assignment schedules therefore cover only Chapters 1-9, and within those
chapters some topics are omitted (e.g. liquid-liquid equilibrium and adsorption on solid surfaces in
Chapter 6 and mechanical energy balances in Chapter 7). The missing sections can substitute for
Chapters 2 and 3 in classes where the content of those chapters has been well covered in
chemistry and/or physics courses), and Chapters 10 (computer flowsheeting) and 11 (transient
balances) may be assigned for extra credit or covered in honors sections or subsequent courses
in the curriculum. We will discuss the case studies in Chapters 12-14 separately.
In the sample assignment schedules, we have designated a number of “bonus problems” which
may be ignored, assigned for extra credit as add-ons to the regular assignments (those will be long
assignments), or assigned for extra credit in lieu of some of the problems in the regular assignments.
The bonus problems may be assigned as individual exercises or students may work on them in pairs.
We have had good experience with the latter approach.
Creativity Exercises
The creativity exercises in the text are designed to stimulate divergent thinking and to induce the
students to think about course material from different perspectives. We have used such exercises
both as extra-credit assignments to individuals or pairs of students or as the foci of in-class
brainstorming sessions. In all cases, we have found that they invariably lead to innovative, clever,
and often amusing ideas; they give students who are by nature creative an opportunity to demonstrate
their talent and they help other students develop creative problem-solving skills; and the students
usually enjoy doing them.
There are no “right answers” to such exercises, and so we have not included solutions in this
manual. However, to provide an idea of the kind of things that students come up with, we have
included on pp. xi–xv a collection of student responses to a creativity exercise given by one of the
authors in a junior course on fluid dynamics.
Transparency Masters
Several of our colleagues have suggested that we include in the text enlarged versions of some of
the figures, such as the psychometric charts, which are difficult to read in reduced format. We have
chosen not to do so, since whether they are inserts or fold-outs such charts tend to be ripped off (one
way or another) or otherwise lost. Instead, we have included in this manual, beginning on p. xvi,
large versions of some of the most commonly used figures. These masters can be used to make
transparencies for lectures; they can also be copied and distributed to the students for use in solving
problem.
Case Studies
The case studies comprise Chapters 12 through 14 of the text. In them, we seek to (1) illustrate
the development of complex chemical processes from basic principles, and to provide a broad
process context for the text material; (2) raise questions that require students to think about topics
strictly beyond the scope of the first course, and to seek out sources of information other than the
text; (3) accustom the students to team project work. We do not organize the activities of case study
4
,teams, nor do we assign team leaders, although we suggest to the students that they do so. This is
a risk, and sometimes it is necessary to step in and get a laggard group started. However, letting
the teams shape their own working relationships and structure their own activities usually is an
enlightening experience to the students.
Problem Solutions
The detailed solutions to 634 of the 635 chapter-end problems constitute the principal content of
this manual. (The solution to the last problem of Chapter 10 is left as an exercise for the professor,
or for anyone else who wants to do it.)
With few exceptions, the conversion factors and physical property data needed to solve the end-
of-chapter problems are contained in the text. It may be presumed that conversion factors for which
sources are not explicitly cited come from the front cover table; densities, latent heats, and critical
constants come from Table B.1; heat capacity formulas come from Table B.2; enthalpies of
combustion gases come from Tables B.8 and B.9; vapor pressures come from Table B.4 or (for
water) Table B.3; and enthalpies, internal energies, and specific volumes of water at different
temperatures and pressures come from Tables B.5-B.7.
As the reader of the text may have discovered, we believe strongly in the systematic use of the
flow charts in the solution of material and energy balance problems. When a student comes to us to
ask for help with a problem, we first ask to see the labeled flow chart: no flow chart, no help. Other
instructors we know demand fully labeled flow charts and solution outlines at the beginning of every
problem solution, before any calculations are performed. In any case, we find that the students who
can be persuaded to adopt this approach generally complete their assignments in reasonable
periods of time and do well in the course; most of those who continue to resist it find themselves
taking hours to do the homework problems, and do poorly in the course.
Posting Problem Solutions: An Impassioned Plea
It is common practice for instructors to photocopy solutions from the manual and to post them
after the assignments are handed in, or, even worse, to distribute the solutions to the students. What
happens then, of course, is that the solutions get into circulation and reincarnate with increasing
frequency as student solutions. After one or two course offerings, the homework problems
consequently lose much of their instructional value and become more exercises in stenography than
engineering problem solving.
In the stoichiometry course particularly, the concepts are relatively elementary: the main point is
to teach the students to set up and solve problems. A great deal of classroom lecturing on concepts
should therefore not be necessary, and a good deal of the class time can be spent in
outlining problem solutions. The burden should be placed on the students to make sure they know
how to do the problems: to ask about them in class, to make notes on solutions outlined on the board,
and to fill in omitted calculations. Besides being pedagogically superior to solution-posting, this
approach should cut down on the ease with which students can simply copy letter-perfect solutions
instead of doing the work themselves.
Errors
A great deal of time and effort has been expended to make the solutions in this manual as free of
errors as possible. Nevertheless, errors undoubtedly still exist. We will be grateful to any of our
colleagues who send us corrections, no matter how major or minor they may be; we will provide an
errata list on the text Web site (http://www2.ncsu.edu/unity/lockers/users/f/felder/public/EPCP.html)
and make the corrections in subsequent printings of the text.
5
, SECTION/PROBLEM CONCORDANCE
Key: i-Routine drill
j-Application
k-Longer or more challenging
*-Computer solution required
CHAPTER 2
Section Problems
i j
2.1-2.3 1-5 , 6-7
i j k j
2.4 8-10 , 11-12 , 13 , 14-15
i j j
*
2.5 16-17 , 18-19 , 20
j j
2.6 21-28 , 29
*
j k
i j k *
2.7 30-31 , 32-37 , 38 , 39-41 , 42-44
CHAPTER 3
Section Problems
i j k j k j
3.1-3-2 1-2 , 3-8 , 9 , 10 , 11 , 12-13
i j k j
*
3.3 14-16 , 17-25 , 26 , 27-31
i j k
3.4 32 , 33-46 , 47
i j k k
*
3.5 48 , 49-52 , 53 , 54
CHAPTER 4
Section Problems
i j
4.1-4.3a 1 , 2-5 j k k
* j * k k
4.3b-e 6-20 , 21 , 22 , 22-25 , 26 , 27
j k
4.4 28-30 , 31
j k
4.5 32-34 , 35-38
i k j
*
4.6a, b 39-40 , 41 , 42-45
k
k *
4.6c 46 , 47-48
j k
4.7a-e 49-53 , 54-55 *
j k
4.7f 56-57 , 58-59
k k
*
4.7g 60-62 , 63
i j k j k j k k
* *
4.8 64-65 , 66 , 67 , 68-73 , 74-76 , 77-78 , 79 , 80
CHAPTER 5
Section Problems
i j k
5.1 1 , 2-3 , 4
i j
5.2a,b 5-6 , 7-15 k j k
j k j
5.2c 16-21 , 22-23 , 24-30 , 31-34 , 35-46 , 47-54
j k j k k
* *
5.3a-c 55-56 , 57 , 58-60 , 61-62 , 63
i j k j
5.4a,b 64-65 , 66-69 , 70 , 71-73
j k j
5.4c 74-77 , 78 ,79-83
6
,CHAPTER 6
Section Problems
k j j
*
6.1 1-4 , 5 , 6-8
j k k j k j k
*
6.2, 6.3 6.9-29 , 30 , 31 , 32-34 , 35-36 , 39-41 , 42
j
6.4a 43-44
i j k
6.4b 45-46 , 47-50 , 51
j k j k j k
* *
6.4c 52-57 , 58 , 59 , 60 , 61-63 , 64
j k j k
*
6.4d 65-67 , 68-69 , 70 , 71-73
i j k
6.5a,b 74 , 75-80 , 81-83
i j k
6.5c 84-85 , 86 , 87
j k j
6.6 88-91 , 92 , 93-97
j k
6.7 98-99 , 100-101
CHAPTER 7
Section Problems
i j i j
7.1, 7.2 1-2 , 3 , 4-6 , 7-8
i j
7.3 9 , 10-11
i j i j
7.4 12-13 , 14-17 , 18 , 19-23
j k
7.5 24-28 , 29 k k
j k j k j *
7.6 30-38 , 39 , 40-41 , 42-44 , 45-48 , 49-50 , 51
j k
7.7 52-56 , 57-58
CHAPTER 8
Section Problems
i j
8.1-8.3b 1-4 , 5-16
i
8.3c 17-18
j k j k
8.3d 19-25 , 26 , 27-31 , 32
j k
8.3e 33 , 34
*
i j
8.4a 35 , 36-41
i j
8.4b 42 , 43-44 k k k
j k j *
8.4c 45-53 , 54 , 55-56 , 57-65 , 66 , 67-68
i j k j
8.4d 69-71 , 72-73 , 74 , 75
i j k
8.4e 76-77 , 78-79 , 80
i j k j k k j
*
8.5 81-82 , 83-87 , 88-90 , 91 , 92 , 93-94 , 95-99
CHAPTER 9
Section Problems
i j
9.1 1-2 , 3-4
i
9.2 5-6
I j
9.3, 9.4 7-9 , 10
k j k
j k
* j *
9.5a 11-17 , 18 , 19-21 , 22-23 , 24 , 25-30
k k j k
*
vii
,9.5b 31-34 , 35 , 36 , 37-38
j k
9.5c 39-44 , 45-47
j k j k
9.6a 48-50 , 51 , 52-56 , 57-61
j k k k
*
9.6b 62-63 , 64-67 , 68 , 69-70
vii
,CHAPTER 10
Section Problems
j k
10.11-4 , 5 k j k
* *
10.2, 10.3 6 , 7 , 8-14
CHAPTER 11
Section Problems
j k j j j k j k
*
11.1, 11.2 1-2 , 3 , 4 , 5 , 6-9 , 10 , 11-14 , 15-19
j k
11.320-26 , 27-30
viii
, SAMPLE ASSIGNMENT SCHEDULE I
Assignment Read (Ch., Sect.) Problems Due Bonus Problems
(*Computer problem)
1 —
2 1; 2-2.6 2:3, 6, 9, 12
3 2.7 2:14, 17, 19, 22 2.13
4 3-3.3 2:30, 33; 3:3, 6 2:20*, 36-43
5 3.4-3.5 3:13, 16, 22, 29 2:38-43; 3.9,11
6 4-4.3a 3:32, 37, 40, 49 2:40*; 3.26*
7 4.3b-4.3e 3:47; 4:2, 4, 7 3:53*, 54*
8 4.4 4:10, 11, 14 4:22*
9 4.5 4:18, 25, 28 4:27*
10 — 4:26, 29 4:28*, 31, 35-36
11 TEST THROUGH SECTION 4.3
12 4.6a-b 4:32, 39 4:38, 41*
13 4.6c, 4.7a-d 4:37, 43 4:39, 43*
14 4.7e-g 4:49, 53 4:47*, 48*
15 4.8 4:56, 65 4:54*, 55*
16 5-5.2b 4:69, 73; 5:3 4:58,59
17 5.2c-5.3 5:7, 12, 15, 19 4:60-62, 63*, 67*
18 5.4 5:25, 26, 59 4:79-80*; 5:4*, 22-23
19 6-6.2 5:35, 40, 66; 6:1 5: 31-34, 47-54
20 6.3 6:2, 9, 12, 15 5:57*, 61-62, 63*; 6:5*
21 6.4a,b 6:23, 33 6:30, 31*, 35, 42
22 6.4c 6:37, 47 6:51, 58*, 60, 64*
23 6.5 6:53, 66, 74 6:68-69, 71-73
24 7-7.3 6:36, 70 6:81, 83, 86-87
25 TEST THROUGH SECTION 6.4
26 7.4-7.5 7.1, 6, 9, 10 6:88-101
27 7.6 7:12, 18, 25 7:3, 17
28 8-8.3b 7:24, 28, 30 7:29, 39, 42-44
29 8.3c-8.3e 7:33, 35; 8:2 7:49-50, 51*
30 — 7:45; 8:5, 6, 8 7:52-58
31 8.4a-c 8:15, 18, 25 8:12
32 8.4d-e 8:29, 36, 44 8:26, 32, 34*
33 — 8:46, 49 8:54, 57-59
34 8.5 8:51, 55, 73 8:62-68
35 — 8:61 8:74, 80
36 — 8:79, 81, 86 8:88-90
37 TEST THROUGH SECTION 8.4d
38 9-9.4 8: 95, 98; 9:1 8:93-94*
39 9.5a 9:7, 12 9:9
40 9.5b-c 9:14 9:18*
41 9.6a-b 9:17 9:22-34
42 9.6c-d 9:32 9:35*, 37-38, 45-47
43 — 9:48 9:51, 57-61, 64-65
44 — 9:54 9:67-70
45 — 9:63
9
, THOSE WERE PREVIEW PAGES
TO DOWNLOAD THE FULL PDF
CLICK ON THE L.I.N.K
ON THE NEXT PAGE
1
0
Notes to the Instructor iv
Section/Problem Concordance vi
Sample Assignment Schedule I ix
Sample Assignment Schedule II x
Sample Responses to a Creativity Exercise xi
Transparency Masters xvi
Compressibility charts xvii
Cox vapor pressure chart xxi
Psychrometric chart – SI units xxii
Psychrometric chart – American engineering units xxiii
Enthalpy-concentration chart: H2SO4-H2O xxiv
Enthalpy-concentration chart: NH3-H2O xxv
Problem Solutions
Chapter 2 2-1
Chapter 3 3-1
Chapter 4 4-1
Chapter 5 5-1
Chapter 6 6-1
Chapter 7 7-1
Chapter 8 8-1
Chapter 9 9-1
Chapter 10 10-1
Chapter 11 11-1
Chapter 12 (Case Study 1) 12-1
Chapter 13 (Case Study 2) 13-1
Chapter 14 (Case Study 3) 14-1
3
,NOTES TO THE INSTRUCTOR
Problem Assignments
To aid in the structuring of the course, we have provided a section/problem concordance on pp.
vii–ix and two sample assignment schedules on pp. x–xi.
We believe there is far too much material in the textbook to attempt to cover in one semester or
two quarters. The sample assignment schedules therefore cover only Chapters 1-9, and within those
chapters some topics are omitted (e.g. liquid-liquid equilibrium and adsorption on solid surfaces in
Chapter 6 and mechanical energy balances in Chapter 7). The missing sections can substitute for
Chapters 2 and 3 in classes where the content of those chapters has been well covered in
chemistry and/or physics courses), and Chapters 10 (computer flowsheeting) and 11 (transient
balances) may be assigned for extra credit or covered in honors sections or subsequent courses
in the curriculum. We will discuss the case studies in Chapters 12-14 separately.
In the sample assignment schedules, we have designated a number of “bonus problems” which
may be ignored, assigned for extra credit as add-ons to the regular assignments (those will be long
assignments), or assigned for extra credit in lieu of some of the problems in the regular assignments.
The bonus problems may be assigned as individual exercises or students may work on them in pairs.
We have had good experience with the latter approach.
Creativity Exercises
The creativity exercises in the text are designed to stimulate divergent thinking and to induce the
students to think about course material from different perspectives. We have used such exercises
both as extra-credit assignments to individuals or pairs of students or as the foci of in-class
brainstorming sessions. In all cases, we have found that they invariably lead to innovative, clever,
and often amusing ideas; they give students who are by nature creative an opportunity to demonstrate
their talent and they help other students develop creative problem-solving skills; and the students
usually enjoy doing them.
There are no “right answers” to such exercises, and so we have not included solutions in this
manual. However, to provide an idea of the kind of things that students come up with, we have
included on pp. xi–xv a collection of student responses to a creativity exercise given by one of the
authors in a junior course on fluid dynamics.
Transparency Masters
Several of our colleagues have suggested that we include in the text enlarged versions of some of
the figures, such as the psychometric charts, which are difficult to read in reduced format. We have
chosen not to do so, since whether they are inserts or fold-outs such charts tend to be ripped off (one
way or another) or otherwise lost. Instead, we have included in this manual, beginning on p. xvi,
large versions of some of the most commonly used figures. These masters can be used to make
transparencies for lectures; they can also be copied and distributed to the students for use in solving
problem.
Case Studies
The case studies comprise Chapters 12 through 14 of the text. In them, we seek to (1) illustrate
the development of complex chemical processes from basic principles, and to provide a broad
process context for the text material; (2) raise questions that require students to think about topics
strictly beyond the scope of the first course, and to seek out sources of information other than the
text; (3) accustom the students to team project work. We do not organize the activities of case study
4
,teams, nor do we assign team leaders, although we suggest to the students that they do so. This is
a risk, and sometimes it is necessary to step in and get a laggard group started. However, letting
the teams shape their own working relationships and structure their own activities usually is an
enlightening experience to the students.
Problem Solutions
The detailed solutions to 634 of the 635 chapter-end problems constitute the principal content of
this manual. (The solution to the last problem of Chapter 10 is left as an exercise for the professor,
or for anyone else who wants to do it.)
With few exceptions, the conversion factors and physical property data needed to solve the end-
of-chapter problems are contained in the text. It may be presumed that conversion factors for which
sources are not explicitly cited come from the front cover table; densities, latent heats, and critical
constants come from Table B.1; heat capacity formulas come from Table B.2; enthalpies of
combustion gases come from Tables B.8 and B.9; vapor pressures come from Table B.4 or (for
water) Table B.3; and enthalpies, internal energies, and specific volumes of water at different
temperatures and pressures come from Tables B.5-B.7.
As the reader of the text may have discovered, we believe strongly in the systematic use of the
flow charts in the solution of material and energy balance problems. When a student comes to us to
ask for help with a problem, we first ask to see the labeled flow chart: no flow chart, no help. Other
instructors we know demand fully labeled flow charts and solution outlines at the beginning of every
problem solution, before any calculations are performed. In any case, we find that the students who
can be persuaded to adopt this approach generally complete their assignments in reasonable
periods of time and do well in the course; most of those who continue to resist it find themselves
taking hours to do the homework problems, and do poorly in the course.
Posting Problem Solutions: An Impassioned Plea
It is common practice for instructors to photocopy solutions from the manual and to post them
after the assignments are handed in, or, even worse, to distribute the solutions to the students. What
happens then, of course, is that the solutions get into circulation and reincarnate with increasing
frequency as student solutions. After one or two course offerings, the homework problems
consequently lose much of their instructional value and become more exercises in stenography than
engineering problem solving.
In the stoichiometry course particularly, the concepts are relatively elementary: the main point is
to teach the students to set up and solve problems. A great deal of classroom lecturing on concepts
should therefore not be necessary, and a good deal of the class time can be spent in
outlining problem solutions. The burden should be placed on the students to make sure they know
how to do the problems: to ask about them in class, to make notes on solutions outlined on the board,
and to fill in omitted calculations. Besides being pedagogically superior to solution-posting, this
approach should cut down on the ease with which students can simply copy letter-perfect solutions
instead of doing the work themselves.
Errors
A great deal of time and effort has been expended to make the solutions in this manual as free of
errors as possible. Nevertheless, errors undoubtedly still exist. We will be grateful to any of our
colleagues who send us corrections, no matter how major or minor they may be; we will provide an
errata list on the text Web site (http://www2.ncsu.edu/unity/lockers/users/f/felder/public/EPCP.html)
and make the corrections in subsequent printings of the text.
5
, SECTION/PROBLEM CONCORDANCE
Key: i-Routine drill
j-Application
k-Longer or more challenging
*-Computer solution required
CHAPTER 2
Section Problems
i j
2.1-2.3 1-5 , 6-7
i j k j
2.4 8-10 , 11-12 , 13 , 14-15
i j j
*
2.5 16-17 , 18-19 , 20
j j
2.6 21-28 , 29
*
j k
i j k *
2.7 30-31 , 32-37 , 38 , 39-41 , 42-44
CHAPTER 3
Section Problems
i j k j k j
3.1-3-2 1-2 , 3-8 , 9 , 10 , 11 , 12-13
i j k j
*
3.3 14-16 , 17-25 , 26 , 27-31
i j k
3.4 32 , 33-46 , 47
i j k k
*
3.5 48 , 49-52 , 53 , 54
CHAPTER 4
Section Problems
i j
4.1-4.3a 1 , 2-5 j k k
* j * k k
4.3b-e 6-20 , 21 , 22 , 22-25 , 26 , 27
j k
4.4 28-30 , 31
j k
4.5 32-34 , 35-38
i k j
*
4.6a, b 39-40 , 41 , 42-45
k
k *
4.6c 46 , 47-48
j k
4.7a-e 49-53 , 54-55 *
j k
4.7f 56-57 , 58-59
k k
*
4.7g 60-62 , 63
i j k j k j k k
* *
4.8 64-65 , 66 , 67 , 68-73 , 74-76 , 77-78 , 79 , 80
CHAPTER 5
Section Problems
i j k
5.1 1 , 2-3 , 4
i j
5.2a,b 5-6 , 7-15 k j k
j k j
5.2c 16-21 , 22-23 , 24-30 , 31-34 , 35-46 , 47-54
j k j k k
* *
5.3a-c 55-56 , 57 , 58-60 , 61-62 , 63
i j k j
5.4a,b 64-65 , 66-69 , 70 , 71-73
j k j
5.4c 74-77 , 78 ,79-83
6
,CHAPTER 6
Section Problems
k j j
*
6.1 1-4 , 5 , 6-8
j k k j k j k
*
6.2, 6.3 6.9-29 , 30 , 31 , 32-34 , 35-36 , 39-41 , 42
j
6.4a 43-44
i j k
6.4b 45-46 , 47-50 , 51
j k j k j k
* *
6.4c 52-57 , 58 , 59 , 60 , 61-63 , 64
j k j k
*
6.4d 65-67 , 68-69 , 70 , 71-73
i j k
6.5a,b 74 , 75-80 , 81-83
i j k
6.5c 84-85 , 86 , 87
j k j
6.6 88-91 , 92 , 93-97
j k
6.7 98-99 , 100-101
CHAPTER 7
Section Problems
i j i j
7.1, 7.2 1-2 , 3 , 4-6 , 7-8
i j
7.3 9 , 10-11
i j i j
7.4 12-13 , 14-17 , 18 , 19-23
j k
7.5 24-28 , 29 k k
j k j k j *
7.6 30-38 , 39 , 40-41 , 42-44 , 45-48 , 49-50 , 51
j k
7.7 52-56 , 57-58
CHAPTER 8
Section Problems
i j
8.1-8.3b 1-4 , 5-16
i
8.3c 17-18
j k j k
8.3d 19-25 , 26 , 27-31 , 32
j k
8.3e 33 , 34
*
i j
8.4a 35 , 36-41
i j
8.4b 42 , 43-44 k k k
j k j *
8.4c 45-53 , 54 , 55-56 , 57-65 , 66 , 67-68
i j k j
8.4d 69-71 , 72-73 , 74 , 75
i j k
8.4e 76-77 , 78-79 , 80
i j k j k k j
*
8.5 81-82 , 83-87 , 88-90 , 91 , 92 , 93-94 , 95-99
CHAPTER 9
Section Problems
i j
9.1 1-2 , 3-4
i
9.2 5-6
I j
9.3, 9.4 7-9 , 10
k j k
j k
* j *
9.5a 11-17 , 18 , 19-21 , 22-23 , 24 , 25-30
k k j k
*
vii
,9.5b 31-34 , 35 , 36 , 37-38
j k
9.5c 39-44 , 45-47
j k j k
9.6a 48-50 , 51 , 52-56 , 57-61
j k k k
*
9.6b 62-63 , 64-67 , 68 , 69-70
vii
,CHAPTER 10
Section Problems
j k
10.11-4 , 5 k j k
* *
10.2, 10.3 6 , 7 , 8-14
CHAPTER 11
Section Problems
j k j j j k j k
*
11.1, 11.2 1-2 , 3 , 4 , 5 , 6-9 , 10 , 11-14 , 15-19
j k
11.320-26 , 27-30
viii
, SAMPLE ASSIGNMENT SCHEDULE I
Assignment Read (Ch., Sect.) Problems Due Bonus Problems
(*Computer problem)
1 —
2 1; 2-2.6 2:3, 6, 9, 12
3 2.7 2:14, 17, 19, 22 2.13
4 3-3.3 2:30, 33; 3:3, 6 2:20*, 36-43
5 3.4-3.5 3:13, 16, 22, 29 2:38-43; 3.9,11
6 4-4.3a 3:32, 37, 40, 49 2:40*; 3.26*
7 4.3b-4.3e 3:47; 4:2, 4, 7 3:53*, 54*
8 4.4 4:10, 11, 14 4:22*
9 4.5 4:18, 25, 28 4:27*
10 — 4:26, 29 4:28*, 31, 35-36
11 TEST THROUGH SECTION 4.3
12 4.6a-b 4:32, 39 4:38, 41*
13 4.6c, 4.7a-d 4:37, 43 4:39, 43*
14 4.7e-g 4:49, 53 4:47*, 48*
15 4.8 4:56, 65 4:54*, 55*
16 5-5.2b 4:69, 73; 5:3 4:58,59
17 5.2c-5.3 5:7, 12, 15, 19 4:60-62, 63*, 67*
18 5.4 5:25, 26, 59 4:79-80*; 5:4*, 22-23
19 6-6.2 5:35, 40, 66; 6:1 5: 31-34, 47-54
20 6.3 6:2, 9, 12, 15 5:57*, 61-62, 63*; 6:5*
21 6.4a,b 6:23, 33 6:30, 31*, 35, 42
22 6.4c 6:37, 47 6:51, 58*, 60, 64*
23 6.5 6:53, 66, 74 6:68-69, 71-73
24 7-7.3 6:36, 70 6:81, 83, 86-87
25 TEST THROUGH SECTION 6.4
26 7.4-7.5 7.1, 6, 9, 10 6:88-101
27 7.6 7:12, 18, 25 7:3, 17
28 8-8.3b 7:24, 28, 30 7:29, 39, 42-44
29 8.3c-8.3e 7:33, 35; 8:2 7:49-50, 51*
30 — 7:45; 8:5, 6, 8 7:52-58
31 8.4a-c 8:15, 18, 25 8:12
32 8.4d-e 8:29, 36, 44 8:26, 32, 34*
33 — 8:46, 49 8:54, 57-59
34 8.5 8:51, 55, 73 8:62-68
35 — 8:61 8:74, 80
36 — 8:79, 81, 86 8:88-90
37 TEST THROUGH SECTION 8.4d
38 9-9.4 8: 95, 98; 9:1 8:93-94*
39 9.5a 9:7, 12 9:9
40 9.5b-c 9:14 9:18*
41 9.6a-b 9:17 9:22-34
42 9.6c-d 9:32 9:35*, 37-38, 45-47
43 — 9:48 9:51, 57-61, 64-65
44 — 9:54 9:67-70
45 — 9:63
9
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