C&PE 211
Material and Energy Balances
Fall 2012
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Instructor: |
Susan
M. Williams 212
Burt Hall smwilliams@ku.edu 864-2919
(office) 331-4633
(home) |
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TA: |
Travis Wentworth, Twentworth11@ku.edu, 200 Burt Hall, Hours: Tues 9-11 Anahita Khanlari, akhanlari@ku.edu, 204 Burt Hall: Thurs 11- 1 |
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Class
Times: |
Lecture:
3:00 - 3:50 M,W,F, 2 Eaton Calculation
Laboratory: 4:00-5:45 M, 2 Eaton |
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Textbook: |
Felder, R.M. and Rousseau,
R.W., 2005. Elementary Principles of Chemical Processes, 3rd
Ed. (2005 edition), John Wiley and Sons, Inc., Hoboken, NJ, 675 pp. |
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Required: |
Engineering paper for assignments |
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Recommended: |
Flowsheet Template (Timely Flowplanner T-60 or similar) |
Blackboard:
I will use Blackboard Course Management System to post course
documents, lecture notes, assignments, and other course material. If you are
enrolled in this class you will have access to the CPE 211 Blackboard site.
Office Hours: Tentative office hours are Friday from 9-11 AM. If
there are conflicts with a majority of the people in the class we can change
the times. Also, I have an open door policy for questions and help. You may
stop by my office at any time and if I am free I will be happy to help. If you
want to set up an appointment, please feel free to email or call and we can
schedule a time to meet. You may call me at home, if needed, before 8:00 P.M.
or in the case of an emergency.
Course Description: The application of the laws of chemistry, physics, and
mathematics to the solution of material and energy balance problems occurring
in the process industries. You will get an idea for the types of problems that
are encountered by chemical engineers working with individual chemical units
and complete processes. More importantly, you will develop a methodology or
approach to solving engineering process-related problems including: 1) how to
break-down a process into components; 2) establish a relationship between known
and unknown variables; 3) how to solve for the unknown variables using a
combination of experimentation, empiricism, and natural laws; and 4) finally,
how to put all of the information together to obtain the desired solution to
the problem. This class will help you develop a way of thinking that will be
necessary for further development and problem solving in future engineering
classes and your career.
Attendance: Attendance at the scheduled classes is strongly
encouraged. There will be occasional in-class problems and assignments that are
to be completed during class time. In-class work and assignments missed due to
unexcused absences will negatively affect your grade. You are responsible for
all information transmitted in class and for homework assignments due (when
they are due) regardless of your attendance.
Attendance at scheduled exams is mandatory. Absence from an exam because of
illness or injury will be excused only if a physician confirms in writing that
you were unable to attend because of the illness or injury. Absence from an
exam may be excused for other pressing reasons, but only if the instructor is
notified before the exam and agrees
to the absence. In extreme emergencies, a student may be excused from an exam
after the fact but only if the instructor is contacted promptly after the exam.
Respectful Classroom
Environment: Keep noise and
distractions to a minimum out of respect for your classmates. This is really
just a common sense issue. You are expected to silence cell phones and pagers,
not talk on cell phones during class, and arrive to class on time.
Conversations with classmates should not be disruptive to others.
Examinations: Three exams and a final will be given in this course. The
final exam is scheduled for Thursday, December 13 from 1:30-4:00 P.M. The
material to be covered on the exams will be specified before each exam and will
be announced at least one week before the examination date. The examinations
will take place on Mondays during the calculation laboratory sessions. More
information about the exams will be discussed as they approach.
Homework: An important component of this course is the work to
be completed outside of the class meetings. That work includes watching online
tutorials, reading, and homework assignments. Note that a significant component
of the grade for this course is directly dependent on work to be accomplished
outside of the scheduled classes. Nearly every class has a reading assignment
or online tutorial that must be
completed before the start of class. Every student is expected to prepare
for each class by reading the assignments, watching the tutorials, and
completing the homework. Reading is more than a casual skimming of the
material; it is making a serious effort to learn the material assigned.
Homework will be conducted using Sapling Learning software. Sapling is a
required supplemental course material which provides interactive homework,
problem-solving help, and effective instruction for the course. All homework
solutions will be submitted online through the software. More information on
how to get access to Sapling is provided at the end of the syllabus. In addition,
for some assignments I may ask that you turn in a hard copy of your work. Late
homework will not be accepted unless there is an illness or other excused
absence. The following format must be used on hard copies to be turned in.
Homework
Formats and Regulations
1. Engineering paper must be used (except for software
printouts).
a.
Write on the
front side only. The back side will not be graded.
b.
Write your name,
HW #, and date on page 1. Initial and number all other pages.
2.
Staple multiple
pages together (no paperclips or folded corners).
3.
All of the
following must be included in every problem:
a.
Flow chart and
given values (use to start every problem).
b.
List all assumptions,
if any, at the beginning.
c.
Write what you
are trying to find at the beginning, so that the purpose of the problem is
clear. For example, "Find: yA."
d.
Include units
throughout, especially in your final answer.
e.
Report a
reasonable number of significant figures in your answer.
f.
Box your answers.
4.
Group work is
strongly encouraged, unless specified otherwise. However, each student is
expected to submit his or her own work unless the assignment has been designated
as a group exercise. If you have worked with others, you must identify the
names of the peers you have worked with.
5.
Write and draw
legibly.
Grading: The grades for the course will be calculated based on
the following:
|
Three Exams (100 points
each) |
300 |
|
Final Exam |
200 |
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Homework and lab
assignments |
100 |
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Project(s) |
50 |
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Quizzes and in class
problems |
50 |
A final grade of 90% or
higher guarantees an A, 80% or higher guarantees at least a B, 70% or higher
guarantees at least a C, 60% or higher guarantees at least a D. Besides these
lower limits, final letter grades may be based on a curved distribution. Since
the homework, in class problems, lab assignments and projects may be done with
other individuals in the class, it is important to assess the ability of the
individuals understanding of the material. Therefore, in order for a student to pass the
course, the composite score of their individual tests (3 exams and final exam)
must be 60% or higher. This means that regardless of total points
earned, if a student has an average of less than 60% on the composite of the
exams, the student will not pass the course.
Religious Holidays: Contact me at least one class period in advance if you
need to miss a class or exam in observance of a religious holiday. Arrangements
will be made for the missed work to be completed.
Students
with Disabilities: Any student in the
course who has a disabilities which prevents him or her from fully
demonstrating his or her ability should contact me personally as soon as
possible so we can discuss accommodations necessary to ensure full participation
and facilitate the educational opportunity. You can
request a reasonable accommodation through the following link for AAAC: http://www.disability.ku.edu/~disability/faculty/syllabus-statement.shtml, or you can call: 785-864-4064. The email Address for AAAC
is active@ku.edu.
Academic Misconduct: I do not expect academic misconduct to occur in this
class. But, regulations require that I inform you of the University Student
Handbook Definition and my expectations. The following two paragraphs are taken
from www.studenthandbook.ku.edu.
2.6.1
Academic misconduct by a student shall include, but not be limited to,
disruption of classes; threatening an instructor or fellow student in an
academic setting; giving or receiving of unauthorized aid on examinations or in
the preparation of notebooks, themes, reports or other assignments; knowingly
misrepresenting the source of any academic work; unauthorized changing of
grades; unauthorized use of University approvals or forging of signatures;
falsification of research results; plagiarizing of another's work; violation of
regulations or ethical codes for the treatment of human and animal subjects; or
otherwise acting dishonestly in research.
2.6.2
After consultation with the department chairperson, an instructor may, with due
notice to the student, treat as unsatisfactory (1) any student work that is a
product of academic misconduct, or (2) a student's performance for a course as
unsatisfactory when there are severe or repeated instances of academic
misconduct as defined in Section 2.6.1. If an instructor deems other sanctions
for academic misconduct by a student to be advisable, or if a student wishes to
protest a grade based upon work judged by an instructor to be a product of
academic misconduct, or if a faculty member is charged with academic misconduct
in connection with the assignment of a grade or otherwise, the case shall be
reported to the Dean of the College or School in which the course is offered
and processed in accord with applicable procedures.
For this class:
Academic misconduct will at
minimum be penalized by the assignment of a zero grade for the examination or
assignment involved and can result in the failure of the student of the course
with a final grade of "F" being assigned. All cases of academic
misconduct will be reported to the Chair of the Chemical and Petroleum
Engineering Department and the Dean of the School of Engineering.
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Important Dates |
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Sept 3 - No Classes Labor Day Holiday |
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Oct 8 - No Class Fall Break Nov 23 - 26 - No Classes Thanksgiving Holiday |
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Dec 7 - No Classes Stop Day |
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Dec 13 - Final Exam |
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Instruction for
getting access to Sapling:
If you have Facebook account, you can use it to
quickly create a SaplingLearning account. Click "create
account" located under the username box, then click "Login with
Facebook". The form will auto-fill with
information from your Facebook account (you may need to log into Facebook in
the popup window first). Choose a password and timezone,
accept the site policy agreement, and click "Create my new account".
You can then skip to step 3.
Otherwise, click "create account" located
under the username box. Supply the requested information and click "Create
my new account". Check your email (and spam filter) for a message from
Sapling Learning and click on the link provided in that email.
Learning
Goals
Knowledge
Foundation
Students will become familiar
with engineering units.
Students
will:
Use
a diverse set of engineering units
Learn
to convert among these units
Students will learn to plot,
interpret and determine physical property data.
Student
will:
Be
introduced to molecular weight
Be
introduced to vapor pressure
Be
introduced to density
Be
introduced to enthalpy and internal energy
Be
introduced to heat of formation
Be
introduced to heat of combustion
Be
introduced to heat of reaction
Be
introduced to heat of mixing
Develop
xy graphs by hand including proper labeling
Develop
xy graphs by software
Determine
values for properties from physical property tables
Determine
values for properties from descriptive equations
Students will understand the
concept of control volume (system boundary).
Students
will:
Understand that a control volume is an aid to solving
complex problems.
Understand that a control volume is an engineering
artifice used to focus
Understand that it can be drawn around any subset of
an engineering process
Understand that the important terms are those that
cross the boundary and those inside the boundary
Students will understand the
language of flowsheets.
Students
will:
Be
exposed to the semi-industrial standard symbology
Recognize
the likeness of the symbology to the actual equipment
Learn
the proper flowsheet organization
Material Balances
Students will learn
conservation of mass.
Students
will:
Learn the general material balance equation
Learn that the control volume sets the context of the
general material balance
Learn the significance of the accumulation term
Learn the significance of the input term
Learn the significance of the output term
Learn
the significance of the generation term
Learn
the significance of the consumption term
Formulate
reaction specifics as consumption or generation
Energy Balances
Students will learn
conservation of energy.
Student
will:
Learn the simplified first law focusing only on
internal energy, enthalpy, heat and work
Recognize that there is only one energy balance per
control volume
Learn the significance of the accumulation term
Learn the significance of input terms due to flow
Learn the significance of the output terms due to flow
Learn the significance of the input terms of heat and
work
Learn that for conventional chemical engineering
situations there are no generation or consumption terms
Learn the convention of heat and work
added to the control volume are positive.
Learn the alternative convention that work added to
the control volume is negative.
Learn that heat is energy flow due to a temperature
difference
Learn that enthalpy values are relative to a basis
Learn that internal energy values are relative to a
basis
Learn that there are enthalpy/internal energy changes
due to a phase change
Learn that there are enthalpy/internal energy changes
due to chemical reactions
Learn that there are enthalpy/internal energy changes
due to mixing
Skills
Students will develop good
organizational and documentation skills.
Students
will:
Organize their work to professional standards
Practice developing organized solutions with work
flowing sequentially down the page
Write all units and unit conversions on the solution
Include all units in the solution
Use engineering paper for all hand calculations
Use appropriate graph paper for all hand generated
plots
Label axes and figures
Document the evolving solution stating all
assumptions, units and nomenclature
Document all observations
Document all conclusions
Students will develop good
problem solving skills.
Students
will:
Recognize that problem solving involves
the six steps of engage, define, explore, plan, do and evaluate.
Recognize that these six steps are
iterative, not sequential.
Accept and practice this strategy
Recognize that this skill is required for
complex problems
Translate a problem statement or question
into a definition
Write the definition as part of the
problem solution
Estimate the solution form and values as
part of the definition
Identify what is known and what needs to
be known
Gather information to prepare the
foundation for the solution
Plan efficiently the solution strategy
prior to beginning
Will not begin the execution (do step)
until appropriate definition, exploration and planning have been completed.
Accept that the exploration and plan will
change
Evaluate the evolving solution
Evaluate their plan to ensure that effort
is only being placed on the defined problem.
Evaluate their solution in the context of
the definition
Students will develop
effective control volume usage.
Students
will:
Identify
all control volumes on a flowsheet
Select
effective control volumes based on the problem definition
Identify
all inputs due to material flow
Identify
all output due to material flow
Identify
all inputs due to heat
Identify
all inputs due to work
Students will develop
effective material balance solution methods
Students
will:
Draw
a flowsheet of every problem
Label
all equipment
Number
all streams
Identify
knowns
Identify
unknowns
Identify
specifications
Calculate
total number of equations required
Identify
and document all control volumes
Simplify
the general material balance equation for the problem
Write
material balance equations
Write
definition equations
Write
specification equations
Simplify
the problem, if necessary
Solve the problem for all unknowns
Document the significant results with respect to the
definition
Refrain from algebraically combining material balances
as part of the set up
Students will develop
effective energy balance solution methods.
Students
will:
Write
the energy balance for the identified control volumes
Select
an appropriate basis for enthalpy and internal energy
Select
heats of formation for an enthalpy basis where appropriate
Calculate
appropriate values for enthalpy and internal energy, as needed
Use
a consistent convention for heat
Use
a consistent convention for work
Students will develop the
ability to recognize and develop specifications
Students
will:
Identify the number of specifications required with
multiple streams leaving a control volume
Use mole fraction and mole percent specifications
Use weight fraction and weight percent specifications
Use vapor pressure and partial pressure of a single
condensable component to tie two streams
Use percentage recovery specifications
Students will use appropriate
computational tools.
Students
will:
Practice
estimation
Practice
using unprogrammed calculators
Practice
using self-developed computer code
Practice
using sequential modular spreadsheet solution approaches
Practice
using equation oriented spreadsheet solution approaches
Be
introduced to process simulation solution approaches
Select the
appropriate tool for the problem definition