Top-rated ScreenCasts
Text Section | Link to original post | Rating (out of 100) | Number of votes | Copy of rated post |
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17.12 Energy Balances for Reactions | Click here. | 22.8571 | 7 |
Equilibrium constants and adiabatic reactor calculations with Excel (uakron.edu, 6 min) We previously discussed adiabatic reactor calculations in Section 3.6 with application to the dimethyl ether process. At that time, we accepted the expression for equilibrium constant as given. In Chapter 17, we must recognize how to compute the equilibrium constant for ourselves. This presentation illustrates the calculations for Example 17.9. These kinds of calculations often occur in the context of an overall process, rather than in isolation. Therefore, the presentation shows how to apply Eqn 3.5b with pathway 2.6c to characterize the enthalpies of process streams and solve for the extent of reaction and adiabatic outlet temperature simultaneously. Comprehension Questions: 1. Suppose the reactor inlet feed was: kmol/hr of 110 N2, 300 H2, 15NH3 and 16 CH4. Solve for the adiabatic reactor temperature and extent of reaction in that case. |
08.07 - Implementation of Departure Functions | Click here. | 20 | 1 |
Helmholtz Example - Scott+TPT EOS. (uakron.edu) A sample derivation (8min) for the compressibility factor given that (A-Aig)TV/RT = -2ln(1-2ηP) - 18.7ηPβε/[1+0.36βεexp(-5ηP)]. This equation of state is a little complicated, but the derivation is no problem if you just go slow and steady. The remainder of this screencast shows a sample calculation (21min) to solve the resulting equation of state at a given value of pressure and temperature following the methodology of "visualizing the vdW EOS." This problem was adapted from an actual test problem. This screencast is live so the audio is inferior, but it gives insight into questions that real students have. |
11.01 Modified Raoult's Law and Excess Gibbs Energy | Click here. | 20 | 1 |
Fitting One-Parameter Margules Equation (4:01) (msu.edu) This screencast show application of the Stage I and Stage II calculations using experimental data and the one-parameter Margules equation. It is helpful to follow this screencast with the application of Stage III calculations described in the screencasts for Section 11.2. |
08.07 - Implementation of Departure Functions | Click here. | 20 | 1 |
Internal Energy Departure - PR EOS starting from Helmholtz Departure (uakron.edu,9min) This sample derivation supplements what is in the textbook by starting from the Helmholtz departure function. It also includes a few intermediate steps to help clarify how the formal equations in the textbook were developed. Hopefully, seeing this content from slightly different perspectives will make it a little easier to comprehend. See also the derivation for (U-Uig). Comprehension Questions: Starting from the Helmholtz Departure function and referring to the above results... 1. Derive the internal energy departure function for the "modified vdW" EOS. |
05.2 - The Rankine cycle | Click here. | 20 | 1 |
Using XSteam Excel (4:46) (msu.edu) |
05.2 - The Rankine cycle | Click here. | 20 | 1 |
Rankine Example Using Steam.xls (uakron.edu, 15min) High pressure steam (254C,4.2MPa, Saturated vapor) is being considered for application in a Rankine cycle dropping the pressure to 0.1MPa; compute the Rankine efficiency. This demonstration applies the Steam.xls spreadsheet to get as many properties as possible. Comprehension Questions: 1. Why does the proposed process turn out to be impractical? 2. What would you need to change in the process to make it work? Assume the high and low temperature limits are the same. Be quantitative. 3. What would be the thermal efficiency of your modified process? |
03.6 - Energy Balance for Reacting Systems | Click here. | 20 | 1 |
In case you need a little extra help on energy balances after iterating mass balances, this video walks you through the process. (8min, uakron.edu) for the same process flow diagram related to dimethyl ether synthesis. Comprehension Questions: 1. Choose any process flow diagram from your material and energy balances (MEB) textbook that has a recycle stream. Solve the problem using this technique and compare to the answer you obtained in MEB class. Estimate stream enthalpies for every stream and compute the overall energy balance of all product streams to all feed streams. Does the process require net heat addition or removal? |
08.07 - Implementation of Departure Functions | Click here. | 20 | 3 |
Helmholtz Example - vdW EOS (uakron.edu, 18min) This video begins with a brief review of the connection of the Helmholtz departure with all other departures then shows four sample derivations assuming that Z is given by the vdW EOS: (1) the Helmholtz departure , (2) the internal energy departure from the Helmholtz departure. (3) the Helmholtz energy from the internal energy (4) the Z factor from the Helmholtz departure. The procedures illustrated here can be applied to any EOS starting with any part (U, A, or Z) as given to derive any other departure: ZUHAGS. |
04.03 The Macroscopic View of Entropy | Click here. | 20 | 1 |
Once we establish equations relating macroscopic properties to entropy changes, it becomes straightforward to compute entropy changes for all sorts of situations. To begin, we can compute entropy changes of ideal gases (learncheme, 3 min). Entropy change calculations may also take a more subtle form in evaluating reversibility (learncheme, 3min). Comprehension Questions: 1. Nitrogen at 298K and 2 bars is adiabatically compressed to 375K and 5 bars in a continuous process. (a) Compute the entropy change. (b) Is this process reversible, irreversible, or impossible? |
08.07 - Implementation of Departure Functions | Click here. | 20 | 5 |
Helmholtz Example - Modified vdW EOS (uakron.edu, 13min) A sample derivation of the Helmholtz departure implicit in the Gibbs departure given Z = 1 + abρ/(1+bρ)^3 - (9.5aρ/RT)/(1+aρ/RT). Note that the limits of integration matter for this EOS. The audio is inferior for this live video, but it responds to typical questions and confusion from students in the audience. Some students might find it helpful to hear the kinds of questions that students ask. The responses slow the derivation down so that no steps are skipped and key steps are reiterated multiple times. Just turn the volume up!
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