Page 142 - Elements of Chemical Reaction Engineering 3rd Edition

114 Rate Laws and Stoichiometry Chap. 3

QUESTIONS AND PROBLEMS

The subscript to each of the problem numbers indicates the level of difficulty: A, least
difficult; D, most difficult.
A=. B=l C=+ D=*4
In each of the questions and problems below, rather than just drawing a box
around your answer, write a sentence or two describing how you solved the problem,
the assumptions you made, the reasonableness of your answer, what you learned, and
any other facts that you want to include. You may wish to refer to W. Strunk and E. B.
White, The Elements of Style (New York: Macmillian, 1979) and Joseph M. Williams,
Style: Ten Lessons in Clarity & Grace (Glenview, 111.: Scott, Foresman, 1989) to
enhance the quality of your sentences.
P3-lc (a) List the important concepts that you learned from this chapter. What con-
cepts are you not ckar about?
(b) Explain the strategy to evaluate reactor design equations and how this
chapter expands on Chapter 2.
(e) Choose a FAQ from Chapters 1 through 3 and say why it was the most helpful.
(d) Listen to the audios on the CD and pick one and say why it could
be eliminated.
(e) Read through the Self Tests and Self Assessments for Lectures 1 through
4 on the CD-ROM and pick one that should be eliminated.
(0 Which example on the CD-ROM Lecture notes for Chapters 1 through 3
was most helpful?
(g) Which of the ICM's for the first three chapters was &he most fun?
P3-2* What if
(a) you were asked to give an example of the material discussed in this chap-
ter that applies to things you observe every day; what would you
describe? (Hint: See Problem 3-3A.)
(b) a catalyst were added to increase the reaction rate by a factor of 10 in
Example 3-8? How would your answers change?
(e) very, very little NaOH were used in Example 3-2 compared to the
amount of TBB? Would the rate of reaction be affected? What might be
the rate law with respect to TBB?
(d) a plot of In k vs. (1/T) were not linear, but a curve whose slope was shal-
low at high T and steep at low T or vice versa. How would you explain
such curves? (Hint: one example A -+ B and A -+ C)
(e) someone suggested that you bake a 9-in.-diameter cake for 15 minutes at
400°F instead of the cookbook's recommendation of 30 minutes at 32S°F?
How would you develop a plot of cooking time versus oven temperature?
P3-3* The frequeccy of flashing of fireflies and the frequency of chirping of crickets
as a function of temperature are given below [J. Chem. Educ., 5, 343 (1972)
Reprinted by permission.].
For fireflies:
I
T ("C) 21.0 25.00 30.0
Flashes/min I 9.0 12.16 16.2