# FELDER Y ROUSSEAU PRINCIPIOS ELEMENTALES DE LOS PROCESOS QUIMICOS PDF

Principios elementales de los procesos químicos. Front Cover. Richard M. Felder , Ronald W. Rousseau. Addison-Wesley Iberoamericana S. A., R. M.; Rousseau, R. enviado por Gabriel. Sobre: GABARITO – Felder / Rousseau – Principios elementales de los procesos químicos – INTRODUÇÃO A . Get this from a library! Principios elementales de los procesos químicos. [Richard M Felder; Ronald W Rousseau].

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Compressibility charts xvii Cox vapor pressure chartxxi Psychrometric chart — SI unitsxxii Psychrometric chart — American engineering unitsxxiii. 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 Chaptersand within those chapters some topics are omitted e.

We will discuss the case studies in Chapters separately. 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. 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.

## Principios elementales de los procesos químicos

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.

However, to provide an idea of the kind of things that students come up with, we have included on p. 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. 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.

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 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. The detailed solutions to of the 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 endof-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.

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: 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.

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: 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: 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.

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: The exercise that follows was given to a junior class in fluid dynamics. The students were given a week, and were told to do the exercise either individually or in pairs.

The grading system used is explained in the statement of the exercise. Thirty-one individuals and nine pairs submitted responses, for a total of 40 responses from 49 students.

The average number of suggested flow measurement techniques was 26; the high was 53, and the low was 5. A summary of the collected responses with duplicates eliminated follows the exercise statement.

You are faced with the task of measuring the volumetric flow rate of a liquid in a large pipeline. The liquid is in turbulent flow, and a flat velocity profile may be assumed so that you need only measure the fluid velocity to determine the volumetric flow rate.

### Principios elementales de los procesos químicos (Book, ) []

The line is not equipped with a built-in flowmeter; however, there are taps to permit the injection or suspension of devices or substances and the withdrawal of fluid samples. The pipeline is glass and the liquid is clear. Assume that any device you want to insert in the pipe can be made leakproof if necessary, and that any technique you propose can be calibrated against known flow rates of the fluid.

Come up with as many ways as you can think of to perform the measurement that might have a chance of working. You will get 1 point for every 5 techniques you think of no fractional points awardedup to a maximum of 10 points.

The techniques must be substantially different from one another to count. Giving me a pitot tube with 10 different manometer fluids, for example, will get you nowhere.

Pass effluent into a weir, measure height in notch. Inject dye, measure time for it to traverse a known length. Insert a solid object such as a balloon, a bucket, a cork, a marble, a bar of Ivory soap, or the bookmeasure time for it to traverse a known length or travel alongside it on a bicycle or moped or pickup truck and note your speed, or attach it to a string on a spool and measure the eflder of rotation of the spool.

Insert a series of solid objects, measure rate at which they pass a point or frequency of ellementales with the pipe wall, or rate of collection on a filter. Inject dye at fixed rate, shine light on the pipe, measure light absorbance downstream or pfocesos of refraction or turbidity, or put a sunbather under the pipe and measure his rate of tanning.

Put a magnet in the flow, measure the magnetic force required to hold it in place or measure its velocity along the wall, or have two external magnetic switches triggered by its passage and time the interval between events, or measure the rate of motion of a compass needle as the magnet passes.

Collect effluent or a sidestreammeasure amount volume, mass collected in a known time interval or the rate at which the level in the container rises, or the time required to fill a known volume or to saturate a sponge, or to water a plant or wash a pulp sample, or to saturate a plot of ground in Ethiopia where they really need it. Gabriel row Enviado por: Parte 1 de 3 Third Edition Richard M.

Elementary principles opf chemical processes- richard m. Procesos de transporte y operaciones unitarias by vart Procesos de transporte y operaciones unitarias by vart. Instructor’s Manual to Accompany Elementary Principles