Elements of chemical reaction engineering pdf 5th edition download

File Specification for second solution manual of 4th edition. Payment for First product Solution manual for 6th edition. Payment for Second product Solution manual for 5th edition. Payment for Third product three solution manuals for 4th and 3rd editions.

We try to make prices affordable. Whiting, Joseph A. Shaeiwitz, Debangsu Bhattacharyya. The leading integrated chemical process design guide: Now with extensive new coverage and more process designs …. Skip to main content. Start your free trial. Scott Fogler. To promote the transfer of key skills to real-life settings, Fogler presents the following three styles of problems: Straightforward problems that reinforce the principles of chemical reaction engineering Living Example Problems LEPs that allow students to rapidly explore the issues and look for optimal solutions Open-ended problems that encourage students to practice creative problem-solving skills About the Web Site The companion Web site offers extensive enrichment opportunities and additional content, including Complete PowerPoint slides for lecture notes for chemical reaction engineering classes.

Problem-solving strategies and insights on creative and critical thinking. Show and hide more. Table of contents Product information. Who Is the Intended Audience? What Are the Goals of This Book? To Enhance Thinking Skills C.

Enhance Critical Thinking Skills I. About the Author 1. Mole Balances 1. Conversion and Reactor Sizing 2. Rate Laws 3. For questions about sales outside the United States, please contact international pearsoned. Visit us on the Web: informit. Scott, author. Scott Fogler. ISBN hardcover : alk. Chemical reactors. F65 '. All rights reserved. Printed in the United States of America. This publication is protected by copyright, and permission must be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.

B Coupled Differential Equations A. A About Polymath D. B Polymath Tutorials D. Sequential Learners I. Reflective Learners I.

Coady A. Who Is the Intended Audience? This book and interactive Web site is intended for use as both an undergradu- ate-level and a graduate-level text in chemical reaction engineering. The level will depend on the choice of chapters, the Professional Reference Shelf PRS material from the companion Web site to be covered, and the type and degree of difficulty of problems assigned.

It provides instantaneous access to information; does not waste time on extraneous details; cuts right to the point; uses more bullets to make informa- tion easier to access; and includes new, novel problems on chemical reaction engineering e.

It gives more emphasis to chemical reactor safety Chapters 12 and 13 and alternative energy sources—solar Chapters 3, 8, and 10 and biofuel production Chapter 9.

The graduate material on topics such as effectiveness factors, non-ideal reactors, and residence time distribu- tion is in Chapters 14—18 and now includes the software solutions for maxi- mum mixedness and segregation models. A draft version of this book was class tested at the University of Michigan and other leading universities; then the text was further revised, taking into account the suggestions of more than students. Much of the material was revised and reworked based on that feedback.

What Are the Goals of This Book? CRE is a great subject that is fun to learn and is the heart of chemical engineering. I have tried to provide a little Michigan humor as we go.

Take a look at the humorous YouTube videos e. These videos were made by chemical engineering students at the universities of Alabama and Michigan. This goal is achieved by presenting a structure that allows the reader to solve reaction engineering problems through reasoning rather than through memorization and recall of numerous equations and the restrictions and conditions under which each equation applies.

The algorithms presented in the text for reactor design provide this framework, and the homework problems give the reader practice using the algorithms described in Figures P-1 and P-2, shown in Section C. The conventional homework problems at the end of each chapter are designed to reinforce the principles in the chapter. These problems are about equally divided between those that can be solved with a calculator and those that require a personal computer with a numerical software package, such as Poly- math, AspenTech, or COMSOL.

Finally, the companion Web site should greatly facilitate learning the fundamentals of CRE because it includes Summary Notes of the material in each chapter, PowerPoint slides of class lecture notes, additional examples, expanded derivations, and self-tests. A complete description of these learning resources is in Appendix I. To Enhance Thinking Skills A third goal of this text is to enhance critical thinking skills and creative think- ing skills. How does the book help enhance your critical and creative thinking skills?

We discuss ways to achieve this enhancement in Section I of the Preface. Note: These problems have been copyrighted by the California Board of Registration and may not be reproduced without its permission.

Preface xix C. The strategy behind the presentation of material is to build continually on a few basic ideas in CRE to solve a wide variety of problems. These ideas, referred to as the Pillars of Chemical Reaction Engineering Figure P-1 , are the foundation on which different applications rest.

They represent not only components of chemical reaction analysis, but also the physical phenomena of diffusion and contacting that affect chemical reactor design. Figure P-2 shows the first building blocks of CRE and the primary algorithm that allows us to solve CRE problems through logic rather than memorization.

We start with the Mole Balance Building Block Chapter 1 and then place the other blocks one at a time on top of the others until we reach the Evaluate Block Chap- ter 5 , by which time we can solve a multitude of isothermal CRE problems.

A tower containing cylindrical blocks would be unstable and would fall apart as we study later chapters. Figure P-2 Building blocks. A flow diagram showing the possible paths is shown in Figure P The reader will observe that although metric units are used primarily in this text e. This choice is intentional! We believe that whereas most papers published today use the metric system, a significant amount of reaction engineering data exists in the older literature in English units.

Because engineers will be faced with extract- ing information and reaction rate data from older literature as well as from the cur- rent literature, they should be equally at ease with both English and metric units.

Table P-1 shows examples of topics that can be converged in a graduate course and an undergraduate course. In a four-hour undergraduate course at the University of Michigan, approximately thirteen chapters are covered in the fol- lowing order: Chapters 1 through 7 Exam 1 ; Chapters 8, 11, and 12 Exam 2 ; and Chapter 13 and parts of Chapters 9 and 10 Exam 3. There are notes in the margins, which are meant to serve two purposes. First, they act as guides or commentary as one reads through the material.

Sec- ond, they identify key equations and relationships that are used to solve CRE problems. The companion, interactive Web site material is an updated version of the CRE Web site and is a novel and unique part of this book.

For discussion of how to use the Web site and text interactively, see Appendix I. Reducing the weight makes it easier for the students to carry the book with them at all times, such as while on the campus shuttle or while eat- ing at the cafeteria or the student union.

The expanded material includes deri- vations, examples, and novel applications of CRE principles. The CRE Web site includes the following additional resources: 1. What Entertainment Is on the Web Site? The ICG keeps track of all the correct answers and at the end of the game displays a coded performance number that reflects how well you mastered the material in the text.

Instruc- tors have a manual to decode the performance number. Web Modules The Web Modules are a number of examples that apply key CRE concepts to both standard and nonstandard reaction engi- neering problems e. Solved Problems A number of solved problems are presented along with problem-solv- ing heuristics.

Problem-solving strategies and additional worked example problems are available in the Problem Solving section of the CRE Web site. Material from the fifth edition of Elements of Chemical Reaction Engineering that is not included in the printed textbook. Material that is important to the practicing engineer, such as details of the industrial reactor design for the oxidation of SO2 and design of spherical reactors and other material that is typically not included in the majority of chemical reaction engineering courses but is included here.

The working of homework problems facilitates a true understanding of CRE. After reading a chapter the student may feel they have an understanding of the material. These example problems are a key resource. These numberlevel problems should be worked before tackling the more challenging homework problems in a given chapter. The sub- script letter A, B, C, or D after each problem number denotes the difficulty of the problem i. The Polymath software includes an ordinary differential equa- tion ODE solver, a nonlinear equation solver, and nonlinear regression.

As with previous editions of this book, Polymath is used to explore the example problems and to solve the homework problems. Most chemical engineering departments in the United States have site licenses for Polymath. If your department does not have a site license and would like one, have your instructor e-mail the CACHE Cor- poration at cache uts. The Polymath software used in the examples in the text is available in most department computer labs in the United States.

If you want to have Polymath on your personal laptop computer, you will need to purchase the program. Polymath 6. AspenTech is a process flow sheet simulator used in most senior chemical engineering design courses.

It is now routinely introduced in earlier chemical engineering courses, such as thermodynamics, separations, and now in CRE. Like Polymath, AspenTech site licenses are available in most chemical engineering departments in the United States. As with Polymath programs, the input parameters in AspenTech can be varied to learn how they change the temperature and concentration profiles. Further details are given in Appendix D.

The COMSOL Multiphysics software is a partial dif- ferential equation solver that is used with Chapters 12 and 18 to view both axial and radial temperature and concentration profiles. Further details of these three software packages can be found in Appen- dix D. This section was developed by Dr. Susan Montgomery at the University of Michigan. Here, a wealth of photographs and descriptions of real and ideal reactors are given. Developed by Professor Richard Herz at the University of California at San Diego, this interactive tool will allow students not only to test their comprehension of the CRE material, but also to explore different situations and combinations of reaction orders and types of reactions.

CRE Web Site. Additional material may also be added to include more solved problems, as well as additional Web Modules, which will also be found under Updates and FAQs. Enhance Critical Thinking Skills A third goal of this book is to enhance critical thinking skills. How does one enhance their critical thinking skills? Answer by learning how to ask the criti- cal thinking questions in Table P-2 and carry out the actions in Table P A number of homework problems have been included that are designed for this purpose.

Socratic questioning is at the heart of critical thinking, and a number of homework problems draw from R. How does this relate to our discussion? How can you verify or disprove that assumption? What are the consequences of that assumption? Why do you think I asked this question? Scheffer and Rubenfeld4,5 describe how to practice critical thinking skills using the activities, statements, and questions shown in Table P The reader should try to practice using some or all of these actions every day, as well as asking the critical thinking questions in Table P-1 and on the Web site.

Scheffer and M. This goal is achieved by using a number of problems that are open-ended to various degrees. With these, students can practice their creative skills by exploring the example problems, as outlined at the beginning of the home problems of each chapter, and by making up and solving an original problem.

Problem P in the text gives some guidelines for developing original problems. A number of techniques that can aid students in practicing and enhancing their creativity 6 R. Assume you made no numerical errors in your calculations. For example, what if someone suggested that you should double the catalyst particle diameter, what would you say? This problem is particularly interesting because two reac- tions are endothermic and one is exothermic.

More difficult? Fogler, S. LeBlanc, with B. Upper Saddle River, N. Preface xxix J. It has the added strength of breaking down the material into smaller bites, as there are now 18 chapters to cover the same concepts as the 14 chapters in the fourth edition.