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CHEMICAL ENGINEERING DIVISION THE AMERICAN SOClE"l"t FOR ENGINEERING EDUCATION

June 1964

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CHEMICAL EBGINEERIWG EDUCATION

June 1964

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Chemical Engineering Division American Society for Engineering Education

COITEBTS

The Purpose or the Undergraduate Laboratory, The Approach At The Ohio State University, by Joseph H. Koffolt - - - - - - - - - - - - - - - - - - - - 1

The Chemical Engineering Laboratory at The Johna Hopkins University, by H. E. Hoelscher - - - - - - - - - - - - - - - - - - - - - 12

A Laboratory Course in Transport Phenomena, by E. J. Crosby - - - - - - - - - - - - - - - - - - - - - - 16

Chemical Engineering Division American Society for Engineering Education

Joseph J. Martin George Burnet J.B. West

Officers 1963-64 (Michigan) (Iowa State) (Oklahoma State)

Chairman Vice Chairman Secretary-Treasurer

CHEMICAL ENGINEERING EDUCATION ®, Journal of the Chemical Engineering Division, American Society for Engineering Education. Published Quarterly, in March, June, September and December, by Albert H. Cooper, Editor. Publication Office: University or Connecticut

P.O. Box 445 Storrs, Connecticut

Subscription Price, $2.00 per year. ·-

'fBB PURPOSB OP !BB OID&GBADQAD LABORATORY 'fBR APPROACH A't !BE OHIO STATE UIIVBRSI'l'Y

~ Joaeph B. Kottolt, ChaiPWan

Obeid.cal Bng1~eer1ng Department

I. IBTRODUCTIOB

Th1a paper g1T•• the pblloaophy., objeot1Tea, and approach to undergraduate obeld.oal engineering laborator, work at Ohio State Ul11Tera1ty.

'fh• prerequiaitea of the undergraduate laborato17 couraea are the lecture• reo1tat1on oouraea 1n cbemiatry, • athe• atica., ph7aio1, chem1.cal engineering pro­o••• pr1no1pl•• and grapbioa, the tranaport propertiea, untt operation, cbelliical engineering thel'IIOd,nm5 c~., Jdnet1ca, economy, and proo•••••• 'the ovrioulua 1n ohe111oal engineering ia gl..-en ln Appendix I ot tbia paper.

The curriculum ia tiie 1•ars plus one halt quarter between the rovth and tltth year. For the first two years all engineering students follow the curricu­lum of the Pre-Eng!neering DiTiaion and then petition to be admitted to the Pro­teaaional DiTision.

. 'the Philosophy and Objecti..-ea ot

1. What 1a the Chellioal pg1neer1ng Proteaa1onal Progrrm

I 9 Chemical Engin~erlng?

Chellloal BDg!neerlng la the application or the principles or the ph7aical aolencea, together with princtplea or economics and ·bUllaD Nlationa to tielda that pertain direotly to proceaaea and process equipment in which matter ia treat-d to effect a change in state, enerff, content, or coapo1ition. ~hese processes may usually be inTolTed into a coordinated ••riea ot unit physical operations and · cbellical prooeaaea.

'the work or the che111cal engineer 11 concerned priaarlly with research, de­Telopment, deelgn, oonetruction, aalee, and production or operation or equip.-nt and plant• in llhicb these ,mtt operations and processes are applied. Chelliatl'J', physic• and mathematic• are the underlying aolencea or obellical engineering, and eoenomlca la lta guide in practice.

Th• aix technical tundaaental1 area (1) the • aterlal balance, (2) the energ balance, (3) static chemical equilibria, (4) kinetics, (S) rates ot tranater1 and tranatol'llation ot tluide, mass, and energ, and (6) the economic balance.

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2. Bow the Pb1loaoph7 and Object1•!• Are Met

The proteaaional prograll la ao designed to Met theae object1Tes aa follows:

(1) Maintaining its atrong and traditional foundation ot the baa1o science or chemistry. The latter la ao interwoyen which reaulta in a well-~oUllded and inte­grated program. 'the aolence ot cbemiatr, la not atat1c.

(2) Expansion ot the work la ma~he• atice to Met the challenge et the a~­yancea and never teobnlquea 1• the field ot ohelld.cal engineering 1nTolT1ng r~uld, heat and • aaa transport phenomena, klnetica, and sequence• leadlag t• unit oper­ations and optlllization ot prooeae ancl plant deaign; al••• all er th••• integrated wtth co• puter work, a tool vbich ia expanding at an exponential rate in th• eh•1-cal induat1'7.

(3) Inoreaeing the eapbaaia on the baaic tun4ameutala ot ohellloal engi•~erins science •o a• to eduoat• and inetruot the student• ao well that they can tackle totally nev and ditterent probleu.

(4) Integrating • athematloa, the basic and engineering ao1encea, and the1P applications with labcrato17 work reault• in. vell-roU11ded graduate ohe111oal ,nsl­aeere. Appreciation ot app11oat1en a• a part or tba prograa la uoeaaary, a~•• t• realise that tbeor, la onl7 a tool and aot an end in 1taelt.

(S) Prnlding a•q•noee ot work 1D the h11118111t1ea, aoo1al u4 lite ••l••••a d•••lopa the vbol• "Bduoated Man.•

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,-. 1964. ; I : ; I CAL DGIIEIRIKG BDUCA!IOI 2 II• 'A«B UBUBRdlW>lJaB J.!BOBA!ORY C011RSB8

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1.· · ·••¢red· ·c•v••• · Oh.Be 704 • Chellioal 1•g.laeerin,s Iupeotion .trlp • 2 oredlt beur•, 1· week taken

.. , beiveen re-,,JnEer ani. spring taiiHeP1, Pourth 7ear. l. B. Kotto1t, . B. B. Haering. . .

Ch.B. 740 • Cbellieal §!f1aeerS ns Prooeaa C•trol • 3 oredl t hour•, 2 olaaa hour• iid 4 Eom-a of laoper week, Spring Quarter, fourth ,..ar c J O.e:aJr111tp11•, G. Wllooz. • • • .

Cb.S. 7" • Cbellioal •••r1 ........,-•ration• Laborato- - 8 oredl t howa, S week•, a7a per•••, our• per a7, Ulllller arter, tltth ,..ar, 1. B.

Kottolt, B. B. Haering, G. Wilcox. Ch.Ee 770 • Cbellioal aeeri Prooeaa DeYelo - 4 ONdlt hour•, 12 lab

7ear. c. B. Dryden, T. B.

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ova per•••, V n er uar er, Oorrigan, o. V11oox, B. R. Haering.

Ch.E. 772 - Che1111oal rrooeaa DeaSp - 3 ored1t houra, 9 lab bova per week, Spring Quarter, fl& 7ear. A. S7Ter• on, B. R. Haering, G. Wlloox

Ch.E. 791 - Special Pro~e,t Problem In•eatlgation• - S oredlt houra, 1S lab houri per week, Spring Quarter, titth 7ear. Th• Start.

2. Eleot1•• Laboratory Cour•ea Ch.B. 693 - Problem• in Chemical 1neer1 .....,.-erationa - 2 to 6 credit hours,

course ma7 be repeated, to l lab hours per week, all quarters, titth 7ear. J.B. Kottolt, B. R. Haering, G. Wilcox.

Ch.E. 763 - Applie~ Eleotrocbemiatrz - 3 credit hours, 2 lectures and 4 hour• or lab per veek, Aut-.;.110 Quarter, fourth or r1rtb 7ear. A• S7Teraon, E.R. Haering.

Ch.E. 766 - •uolear Chemical §ngineering - 4 ored1t houra, 3 olaaa hour• and 3 hove ot lab per veek, Spring Quarter, tirth 7ear. c. B. Drfden.

~• E~•ct1Te Laboratorz Couraea 1n Petrole11111 Baglneering

Petrele,a Eng1neering 1a admS nistered bJ tbe Chell1oal lh61neeriag Department. !'he curriculum anf\ d6gi•~• will be dropped etrecti Te tbe end ot th• s,a,1 •r Quarter, August 24, 1962. BoveTer, b7 eleotiTe8 a • tudent • ay take a progrm in petrolema production. Thia 1s alao true ot Buclear Chemical Engineering. In both progra• a, the student recei••• a B.Cb.E. degree aa he complete• the Chemical Engineering cur­riculum • . 'fhe eleotiTe courses in Petroleum Engineering laborato:ry are:

P.E. 713 - Drillipg Fluids - 3 credit hours, 1 olaaa hour, and 6 boura or labora• tor,- per veek, Winter Quarter, fourth 7ear. H. c. Slider, K. Shepherd.

P.E. 723 - Ph7alcal Analyaia ot Petroleum ReaerYoira - 2 credit houra, 1 olaaa hour and 4 hours or laborat017 per week, Winter Quarter., t1rth 7ear. H. C. Slider, K. Shepherd.

P.E. 736 - Rea6rtolr ~gineering • Pluid Flov - 3 credit hours, 2 cl••• bova, 3 laborato17 hours per week, Winter Quarter, ritth 7ear. B. c. Slider •

• Theae couraes with the exception or the couraea in Petrol•ua Bng\neerlng vlll

be diacuaaed 1n detail in tbe paper.

III• THE SAFETY PROGRAM OF THE DEP.AirrMEN'J: OF CHEMICAL DGllElt..'IUlfO

satet7 oonsoiouaneaa 1~ Chem.cal Engineering laborat017 vork at Ohio State goes baok to 1906 vb.en Dr. J'aJBe& B. Withrow, the first Chairman of the Department took charge. In 1946, when tbe College ot Engineering adopted the t1•••,..ar pro­gr .. , a lecture-recitation oourae 1n satet7 ••• put into the ourrioulua. Ve re­oeiTed ll&DJ' bouquets ooacerning the introduction ot th1• cour•• in our ourrioulum. '.rhe cc;111a.ata ot the studeDta were good, bad, and indifferent. It vaa quite co .. m1on to hear a group ot atv.denta aa7 "W• will nov be satet7 ocmacioua tor the aext t1tt7 111nut•••"

·' It wa• the unantaoua opinion ot the atatt that, although the object1••• ot

auoh a oov•• waa icleologlo and altruistic, 111 the tlnal anal7•i• it preached but 414 not praotlo•· • atet7. It produced Tarioua grades ot aatet7-m1llded chemical en• g1aeer1ng atudent• trom "A• to "D" grade. A• a result, thla oourae vaa dropped tNII the o'IU'l'ioul1111 in 19S2. In 1ta place, aatet7 waa integrated in all couraea peaa1ble aad e•peoiallJ 1n the laboratOl"J oou•••• Satet7 11 praot1oed at all ~la• 1a'tb• un1t ope~a_tion•~ 1n• tru• entat1on, procea• deyelopment, project prob• iea, and tb• au.clear l.abera~•l"J oo-••••

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3 ~BkiO.".&L BIIGI . r J • J• ' ... ., ... , IIG EDUCA!IOX June :1964·

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1. 0•1••1 aatlen •F '11• tlatetz Pnpaa 1a the Chellloal Bngtae•rJng Labora)p11.••· '

'!he ·•t\ldeDt• aN g1••• their t1rat 1ntena1v• work in 1at'et7 the tir•t· daJ ·~t · the Chelllioal Engineering operation• laboratory lihich 1• glTea during the S1D1Mr . Quarter between the tourth and tltth yeara. By emphaalalng satety an4 aa1nta1D1 good aatet7 practloea tro• the very beg1nntng ot the laboratory work the al:aa.t' . aa:,..11 aa ata.tt •••r• will be ao 1nat111ed with the aenae ot "Sat:t7 conaolou~ •••" that lt •111 OUPJ ner into their laboratory oouraea at the UDSTera1t7 md eTentual~7 lllt• 1D4utry.

~he aatet7 progru • ay be beat deaor1bed by giving a tev detail••

ll'IB8! DAY 011' UU-t OPBRffIOBS LABORATORY• IIOBD.AY1 ,1018 18, 1962

8:00 •••• 9:00 ••••

to 11:00 a •••

- Cl••• Organ1sat1on and detail• ot the lJll1t Operations oov••• • Satet7 ln the Chemical Engineering Laborator1ea. Th• Satety M~ual.

Bach 1tudent 1• given a copy ot the aatety manual. a pair ot ••~ety · gla•••• and a hard hat. The latter ia returned at the end ot tb!e

oom-ae. The •d'•tJ glaaaea are charged to the student. · !hose atu~ dents llho already wear gla••e• •ay obtain preacriptlon 1atet7 glaaaea tro• our Department ot Optometry at a reduced price.

The Satetz Manual oover• •••1 ltem• ooncern1ng •at• practices 1n the labora­tory, handilng oheiioal•• toxioit7, gaa maaka, ladders, organization ot the ~atety oome1tte•• etc. The tollowtns are aome or the detail• contained in the Sate~, Manual. 1

1. Satet7 gla•••• ahall be VOl"D ln all laboratories and shops that are in oper­ation.

2. Bard hats shall be worn 1n the Unit Operation• Laboratory when thia laboratory 1a 1n operation.

3. Under no circumatancea shall Bermuda shorts be worn vbile working in a labora-tory e . I ' •

4. It you receive an injury. no watter how alight, report it at once to your 1n-1tructor. and 1t he 1a not available. to the Departaantal ottice. There vill alva7a be ao•on• aTailable to get you to the UnlTeraity Health Center or to the hoapltal. it necessary. ·

S. Do not vork atter hours uoleaa you have a permit trom the ottioe ot Speci,il SerT1oea. Thie Nquirea that a card requesting auoh a permit be granted r1 the Chail'll•D ot the Department. Working after S:OO P••• on Saturdays and all day Sunday la prohibited except in ca1e ot an emergency. Working after hom-a 1n laboratorle• and ahopa 1a prohibited unleaa a011eone else 1• present v1th1n calling cllatanoe.

6. Bouaekeep1ng - OOod houekeepi ng ab all be • atntatned at all ti•••• Quoting trom item Unit o rations Laborato- Courae Or ao1sat1on 15-k•Dutiea of s uad Pore• an," goo ouaekeep ng a be ma.a..u a ne a al mes. 'l'u ... a is ,-moa.J; :!•,ap4rtant duty ot the squad tore• an. H• v111 detail member• ot hie !quad to aaaure (by use ot aop, brooa, hose, and other "dinrn •an•) that untiay working oonclltions auoh •• precipitates trom tilter pre••••, eil tro• steam papa on eTaporator. duet tro• the ci-uahera ud grinder•• and water and aol­venta on the tloor tro11 laboratory proble~ on d1at1llat1on. heat traneter, . eTaporation. tluid tlow. turnaclng. 11qu1d-11qu1d eatract1on. bvm1dit1oat1on, and electrolya1a during the oourae ot experimental work la oleaned up at ,11 ti•••• untidy working condition.a during the course ot an experimental te,t run WILL llO'l' BE TOLERATED. Spillage must be cleaned up at o!loe. Infraction ot this i=ule vii:! result in stopping all vork until the••••" la cleaned up. In many caaea lt will result 1n starting the part1oular ~teat .. ra• over again. It 1a the reaponaibllity ot the rotating squad toreman to ualgil aelll>er• ot his squad to maintain good houaekeep1ng oonditiona at all ti-•• A• 110at ot the experimental work require• trom 6 to 16 hours ot time,· he ahoul4 plan b.3,• schedule so that eTery member ot hia aguad 1a responsible tor -9004 houek:eping and lmows how to handle the "mopn and "broo•"• 'fhe rotating tore- llhal+ not handle the • op or broom. The retat1ng tore• au 1• the "boa• •••• B• 4••• not . vork, he auporw1•••• 11

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11:00 •••• • The ola•• la organ1sed 1a •quad• et tov eaoh. ~1• •rsus·aat1• 1• , to kept tor the duration ot the oovae.. Baob . aqua4 un4er lb~ aiapenia1on

):00 P••• ot ua instructor ~peada oae hov eaoh •• '11• .1, ... · II••• bel~• ·., f

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. :•::i, ~. :1•a,1•!l• er LaboPatoPleil; looat1on et all -•1•no7 ut111 t 7 . · ••'"ia, Talou tn•• of fl•• •xting,aiahera, gaa 11aaka, flN ltJnata, atretoh••• -•t•• •al••• tor gaa, al•, wateP ud ateaa.

2. ••• Jlaaka ••• Beaplrat•r• • A ahon leotUN 1• ginn en th••• · llm, lielr ooaainctlon, and Vb.ere they are te be ••ed. Baoh • tucteat 1• Nqa!Nd to tr,- the Tarieua tnea, and teat the• tor l•aJr11, la erder to taalliuiae the• aelTea 111th the Mthod and ad­Jutaat an4 ue of the -•k• and reapiratora.

3. lg,1!•~• lleter • A brief lecture la g1••• ea ezploaln lialta, .,., , ••• 1• OaN ot spillage ot latl .... ble ••l•enta, and the pr1no1ple ot c~n•truot1on and operation of the Tarioua tn,ea ot e.xplo11on setera and other deteotlag deTloea. Baoh atudent .1a then required to operate theae lnatr12--.tnta vlth •,nthetlo ezplo• • iTe lllizturee (in a quantity vhioh will not oaue daaage).

laOO P••• to

4:30 P•••

- Pire Prev•n~1on •n~ Dem.onatration - The Plre llaraball ot the OalTer• a1t7 explain• the oonatruot1on an4 uae or variou t1;ua ot tire tight• 1ag equipu-~t, the Tarioua claaaea or t1rea and the typea ot ez­tinguiab.era to be uaed. 'l'hia ia covered in detail 1a the Satet7 Manual iaaued to the atudent1. file olaaa then adjourn• to a Taoant lot on the Um.Terait7 property llbere tbe Tar1oua cla1aea ot tire are demonatrated. !rb.e ue ot tbe right and •r~ng typea ot eztinguilhera are demonstrated. Baoh student then operate• the Tarioua tnea ot ezt1nguiahera ao that he vtll be ta111ar lfith their operation.

2. !he DepartMntal Satet1 Comao1tteea

'there are three aatety 001• 1ttteea 1n the Departm ... nti (1) a Oeneral Satet7 CP•• a1ttee oonalating ot senior eta.tr aembera llhioh tormulatea and eatabllahe• De­part•ntal pol107 on all aafety and potent! al haaarda. 'lhi a oc-a11,i ttee NYieva the report• ot the Departmental aatet7 oo•-aH1 ttee who make bi•veekl7 1napeot1ona or all laboratoriee and makes No"~mendationa or action to be taken. Appendix n , Form I,, et this parer g1na the torm or the report used in the 1napect1on ot the labora• torie• J (2 D1T1a1onal Safety C.n111mS ttee conalating ot senior atatt uabera llho are Naponalble tor houaekeeplns, and aatety 1n the Tarioua laboratoriea; and (3) De• partaeatal Safety C...S.ttee oona1at1zag or a aen1or atart member aa Chairman and graduate atudenta llho make the bl-weekly 1napeot1on or all laboratoriea. The roater or theae ooa+aJtteea are g1Ten in Appendix n, memoranda numbers 631 and 632. Appendiz II, Porm #2 giTe1 the torm tor accident, tire, explosion and damage to equipment report.

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IV• TBE Dls"J:AILS OF UBDBROBADUATE LABORATORY COURSES II CBEKI CAL UGI IllG •

Ch.E. 704 ~ Chemical EapneerJng InaP!otion TrlE • • t' •

All undei-gracluate atudenta in Chemical Engineering are required to take one week-long 1aapeotlon trip b~tveen the Winter and Spri11g Quarter•, preferably in the reurth year.

~••• trips are intended to gin to the obem1oal engineering atudent some praotioal knowledge ot the • agn1tude ot modern ohellical engineering 1nduatr1al eperatlona tro• a selected Tarlet7 or ex.a•plee, and to g1 Te a praot1oal opportu­D1t7 tor aoqualntanoe with the dirterent braaohea or the proteaslon ot ohelllioal engine~rlag la tlie pJ-Oper proapeot1Te, and to turnlah training 1n obaeryat1on, report 11:i,1 t1Dg, •n4 d1 aoua1••

D•:·-plant• Tialted alternate tl'OIII year to r•ar• !he •outhe:rn trip whioh 1a si•••· 1n the odd-n,Dll>ered 79ar• inolud• the tel owing o_itiea 1111d plant11 . ,

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C1no1nnat1, Ohio ~11•, W••t Virginia

south Qbarleaton, w. va.

Ppai-a~vg, W. Va. . . ~ . ', : • ' · . .

Willow Ia~ead, W. Va.

Pl•t•burgb., Pe11U7l,ranSt K•buta. P•••t171,ran1a

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- Procter and G~•ble Coapa117 - B.I. duPont de Bemours and Company

Indutr1al and Bloohellllcal.a Depart• ent - tJialon Carbide Chellloal.a Ca,oparat and

union Carbide Oletina Co111pan7 - B.I. duPoat de •••ova uad Oo11pa•7,

Polyohellioala Department - All8rioaa OyanaSd oaepany, Organs~

Chell1oala D1T1a1oa • UOJted State• Steel C•rpont1oa - Koppen Coapany, Cha• ioal. Dlri.• lea.

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s CAL DGI DG BDUCffIOI . lmla 19611,

Barberton, Ohio

Ora, Ohio Pi1neaw111e, Ohio · ATOD Lake , Ohio Toledo, Ohio 11141and, M1oh1gu

Detroit, JUchlgan

W7&ndotte, 1Uoh1gan

• P1t·tabvgl1 Plate &laaa coapa7, Chell1oal D1ria1on

• Good79ar '.rlre and !lubber Coapa7 - Iadutr1al lla7on Company - the B. P. Goodrich Che1111oal CompdJ' • !he Stalldard 011 Coapan7 (Ohio) • ···Dov Che111c al COmpally - Dov Corning Corporation • The Pord Motor Company -· - Parke-DaY11!1 Compan7 • Penn-Salt Company,

Iaduatr1al Che1111eala D1Y1a1on

One or two plant• are Tialted per day • .

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'lb.ea• trlp• are higb17 organised. part7 are equipped with aatet7 goggles

Satet7 ia emphaalaedJ all aeJlbera ot the and aatety bard hate.

In Ch.E. 761-Chellloal Engine~rlng Proceaaea include three or tour plant tn­apection trips 1n the Y1e1nit7 ot Columbus such aa the Cit7 ot Columbus Water Worka; Mead Corporation in Ch1111cotheJ Ovens-Corning Plberglas in Bevard, OhioJ Pure 011 COIIIPIIDJ', Beath Refinery in l'ewark, Ohio; AJnel'ican Zinc Oxide Compan7, Co)umbuaJ and Capital City Product• in Coluabua, Ohio •

Ch.B. 740

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b7 ' c. J. Oeankop11a

- Ch6Dd.eal Prooeaa Control, 2 cla•• and 4 laboratol'J' hova per week. . PrereqaS.aS. te Ch.B. 720 - Chemloal Bzagineerlng Operations •

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. Thia oour1e 11 oonoeraed with the atudy ot the pr1ao1ple1 emplo7ed in the mea1UN• ent and oontNl ot the phyaloal and ohellioal Tar1able1 ot ohellioal p~cesa,. applioatlona to control ot ahell1.oal prooeeae1, and application• oonoerned with the prooeaa clynew!ca ot ohelld.cal ·prooeaa and equlpmaAt. ·

The oourae 1• open to 4th 7ear obellioal engineering atudent1 vbo haYe had the standard· ohe111oal engineering oovae in transpol't proo••••• (heat, • aaa, and ao­mentum tranater) an4 in 1m1 t operatioaa applications. Ditterential equations ~d partial d1tterent1al equation• mathematics cou.raea are also prerequiaitea.

!he tollov1ng 11 a general outline ot the lecture aeotion ot the course which meet• eor 2 leotUN1 • week ter 10 weeks:

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2.

Introduotion A. !uney of Beed. tor Automation B. Concepts ot Closed Loops, Peedbaok Ph7aloal Measurements 1. '•s;rature

a. !iio17 b. Hardware

B. Pr•••ure~ •• theo17 b. Hardware

c. Plow a. !beery lt. Hardware

D. LeTelrd: Jliaoellaaeou a. f ••rr b. Hardware

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OBBMICAL EBGIIRERIBG EDOCATI05

Prooeaa 'Dzeamioa and lJnateadz-state . A. Stea47•State !ranater B. Prooeaa Dya•• 1oa

a. •1rat Order Procea••• and Inati-umenta, Time Coaataat• b. Other Order Prooe1ae1 and Inatruments o. Dyi,am1c Reaponae to Step, Romp, Eto. IPunotiona d. Multiple S7atems and Overall Reaponaea

Control Theorz A. Typea or Theo:17

a. Proportional b. Reset c. Der1Tat1ve

B. Hardware Integration or Szatema 1n Olo1ed .oopa

• A. 'Theo:17 ot Analog Computer B. Solution or Complete Oloaed Loop S71tema Spec1t1c qontrol Szstema A. Chemical Proceaaea B. Buolear .Proceaae1

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The following 1a an outline or the various laboratory experiments pertol'Dled by the atudenta. The basic philoaophy and objectives are to pertorm a lab erperi­ment illustrating the theol'7 discussed in the lectures dUl'ing the same week:

Exp.

Erp.

Exp.

Erp.

1.

2.

3.

Study or P:reaaure Measuring Dev1oea and Statiatica or Repli• oationa in Experimental Measurements. Stud7 or Prea1w-e Measuring De'Yices and Statiatica or Ac0Ul'ao7 of.· Measurements. Dyrlamic Reaponae and Prooeaa Dynamioa in Temperature Controlled Systems.

Exp. ~= Exp. 6. Exp. 1.

Flow and Liquid Level Measuring Derloea Control Inatl'Ulllents and Optimum Control settings in Process Dynamica · Applications or Control to Distillation Tower and Dryer study or Control and Process Dynamics ot a Heat Transfer Prooeas by Simulation with an Analog Computer.

Exp. 8. Study or Control and Process Dynamics ot a Batch-Stirred Reactor with Heat Generation by Slmulation with an Analog Computer.

In all or the above experiments the students are divided into groups ot 2 or 3 tor each set or equipment. The ph1losoph7 here 11 that in amall groupe each student 1• able to actually get his own data. Each student anal7zea hie own ex• perimental data in .a ahort written report. The laboratory ia coordinated very closely with the lecture to give maximum learning ettio1ency and 1noentivee to the atudenta. Usually one instructor tor every 12 students 1a used in the lab to provide ~ax1lllUlll teaching etrect1vene•s• It has been round that ut111z1ns concrete examples in the lab to illustrate theories d11ousaed in the lectui•e provides good 1ncent1••• and atimulat~on tor the students.

3. CHEMICAL EllGINEERllfG OPERATIOIIS LABORA'l'ORY • =

A. Catalogue Description.

Ch.E. 741 - Chemical Engineering Opel"ationa Laboratory. s,muner Quarter be­tween fourth and fifth years. Laboratory 8 to S, Monday to Saturday 1nolua1ve ·or 48 hours per week. First Term ot Quarter or S weeks. Prerequ11itea Ch. E. 720 and 740.

The fundamental laboratory course in the chemical engineering or unit oper­ations. Laboratory investigation ot the operating charaoter1at1oe and ett1o1eno7 or chemical engineering equipment aa distillation, drying,. absorption, evaporation, filtration, ~,nnid1f1cat1on, llqu1d-11qu1d extraction, etc.

B. ObjectiTes ot the course

The work ot thia course la ao designed to attain the following objeot1Tea: a. To develop a aen•e or aatety conaciouaneaa to one•• tellov worker•, to

one•a aelt, ,to equipment, and oneta institution or oompan7. A Univer1lt7 ~abora• tory should be a• eafe aa an 1nduatr1 al plant or laborato17. ... . .

b. A• a corollary to"••" above~ to teach good ehem1oal engineering hou••• keeping. A olean laboratory 11 a aare laboratory.

•

•

•

. . .

..

., , ' I ~ I · . GAit 11"1 - ..

I . • • 'I II IDVGAIIOI Mt l"' . •• to 4eftlOJ-1nl\la\l'fl, NIOVOef\lln.111, ... l'll,oDll\tlliJ, cl, to \eaoa ••1alaa\loa ot an _,.l'lNnial JNI•• u.\l •• ai•t• •••••• ....

\o Oal'l'J 1\ ,. a lllOOlllhl ooatl'1110ll, --•• to oOONtaa\1 •• llaa41 wl \ft \he atncl, t • to •• .,.1., a Mohanloal -· eqlu1,1na ''"" of -· IOlllV\llilOll ll\\l

aalnlenanoe of n..S.oal eqlnttl'lftl. 1qlil,-n\, , · •• to clt'fllo, J'1Qlllell\ ln laill'JNilq lfttl OOl'Mla.\lq •• , •• -· fNII "1••··

to be a\le to vav 1oaloal ooaol11l1on1 atl Na.1ona\l1 No-nd&\lon1, h, lo Ol'fliallla• ""· \b.lOl'J and oalolllaU.on1 lllfflft\l ln ~- ih•ON\io&l

and Pl'Obl•• WOl'k ln \he OOVIII ln o».111loal ,.. •••• plno1,1,1, \fit -,&11\0lltn& 1•t tluti, h1a,. and aa11 \11an1,01'\ 1 "'-•Nodpu.111 1 otl \hi \fflli 019tl'll\ton11.

1. to dtftlop ab,,, •• Ullclll'liUldlftl ot ih• ,o,1nil&ll\l11 od \&, ltllit• atlona or '1\1eqln11r11111011not1, aa\hew1\lo1, ad o'8.•• 11l1b••••

J, To deaonatrat• \hat \o •••Pf a pMbl•• \o a 1uo1111tul oONpltilon h~\tlree , •• WOl'k and full•h•••t•d 000,11'&\lon.

k, to teaoh .\he plno1,111 u4 0Pganl11ilon or po.te11lonal iliJal'\ ·vi-ltt·ng wl\h e11pba111 on olarl\y and ,,obl\loal da\a JM11n,1iln,

1. To PNYlcl• an o,poP\\llll\J fOI' ,,udtni l1ad1»1hlp lfti IY&l\l&\lun et the poten\la11l111 and 1111S.ta\lon1 or 1quad •••b1P1,

•• To glYI a tounclailon ror \ht 01p1tOI\I 00\ll'III ln \hi tlf\h .,..,, ili\ieli B!~ Chelll101l Engln11rln1 BoOnOIIJ, PP00111 DITtlo,-n\, 1n4 Deelgtl, 1

P• ,0,r1•.••'lon ot -· qou•.a.•.• ..

• • r.,.b,o,,,_,_~rf •a•!• 01' Ql'O\ADlh Tb• 11111 l I HOiton \IP 1n,o 11'~\\PI or 4 or . '5' •• oK. it arr1nilfiilluF1 \lPlt \houp\ ll llflft ,o i&ll\llOlfti inl ffll!4; aoool'dlng ,o thell' 1ohola1110 l'IOONI, l&Oh tl'OU, 11 \tJ\iiP •ti• l\ljlli'V!,Mlon or a 1quacl toN•an. PONllllllhlP la l'Oiaied llllDDI th• Miiiftlftl of iihw iq,,..-.~ and eaoh • an unallJ 11 toMan to• a, 1011, ihNI pPOt,i1• 1,

b. •1~•d_ ,o,e-.,n-1 Sguacl ron•anlhlp lllYOlftl NIPOllll\\lll,y, 1, 11 I ftf!A • firii• 11 onlt ablll\f or ltAdlPlhlp, Thi lftl~&I\IPll\lOI ud ,_lll,11 lhOiffl bJ a rod toN•An 1rt (1) iO OPllftllt, (I) lnl,11,lYi iftd PIIOUl41 &

. tuln••· ( 3 ,o l\l •nl•• vl ib.ou, doln All of "'' WOflk hl1111if. ( 4 10

ln1tNao,or in ob•~···(~) io l•p~o•l•• \ffl.lft IIOIIIP'f, 6 ,, ,1.,, A pl'b~~ 1•• ln the labo~ato~f '1'1,ou&th 10 1 •uoo111f'\l1 oonelu110•, od <1) ,o lttBlr• Tl•• \ht vrltldl ot 'h• w~ii\tn ,.,o,i. r

•• Duil•• ot ~• sluad ,oN• lft, (1) ,o 1101•,aln t•• ,n, 11n1dul1 or ,,oi• l•••N\t\eeiaoi" l•i-for"wor ln1 on I pa,,10\111• pNbl•• ln \hi 11•0•1itl'f, ta) to atY4f ,he 1n.,ruo,1on1, (Jl ,o ~••l•w lh1 un•,••lYiq ,n,oPf ud equlr••n' 10 a• to b• ,he ff1x,1~, on ,he PfOb1o•, 4) lo Al'Plftll fop I ••t n1 ot hil •quad •••• ,.1 dAJI ~.,,,. ,11111 in• PPlllllllft&PJ qui• 181 \be p~obl••· (f) ,o ·••wn• l1ad1,1hlp, lfflpBAllll iho ,.,,,n,ni polni1 .or th• probl••· ••P••l•lly 'h• ,~1nolp111 ot '111 OplPa~ion ot ibl 1qu,-.ni, and to ••k• .... \hat th• 0•31,,1.,1 ot A p•obll• Afl •• ,. .

\

d. organi1at1on or th• -lrobl;m4 A' 1 1qu1d oonte,onoo ,ne oomp11,1 d1,11i, tor runiilri1 the··-1,.,1- i'I O\li1lntd, 111b ,~obllll ll no, '"' 11811''!' o\lt t7pt but requlr•• ehouahi ud ~UIUAi, A' ihil IOnfll'lftll ibl po,p Wlder ,h, •upen11io~ .vt ,i. tore• u 41old11 -1l•i lllllll'IIIIAil ... ii DO take~ ,o •••• ,he o~~••'i••• ot •tie prvb11• ud '81 lln&l PIIUPO•on,1 Of the r•poa-,, tilt oaloula,101 •nai -··bl .... ui lffili IIIAPII IN,. DI ,vw,, •• , ,ne 4~•1•• of ,ht o~••tt•••• llld tln111, ,u ol•~ P••P•• A11 ot •h••· it••· •• , ltl 1ntl1Hd ln I ,,,uu no,110011 ud ••• on 10011 . •h••t• ot pap••• _ .. u~ •• ,hl, oodttl'tDOI, ille 11'0\IP •• , •• , ••• illl ln1,noio• ln 111u1• ot th• pro~l•• to• I P••1lldn&i'J 4uf.1 Alli IPIPIYl1 ., .._plan.,.,, .. • ·Ai th11 oont•r•n•• vi• '11a 1n1iwo•o•, ih1-i1i1 ,111, ••• ,, ,1111n llli ~b• plan ot .,,aok -~· tln11111d, •• ,.,. •1lnnln1 •u ••• 1 ... ,.,. WOPX1 '1BI tinal data •••t• o• d•an up ln ,n1 ·14tioP1••l'f n,,,,,eok, An•n1l 10 ,,,. o••d witb d •~•»iuni Pt4\lil'tl ,111, itll d1,11h11, Ill IOIIPIIII n•ll '111 1U'l1 ,. ., •• 1,1,.s, . . . .

•• tab0Jt9to .aot;ae_d p• Mo•• of illa p•o1'11111 •• ot 11111' 1 l• '11 -., .._, .

i 1 .,., iban nn••, two po11p1 won on ibt ,,0111n, ~ 11btdtde'-l1 -~•

rormr~•: ec:.:1.;~•::.2.a·a..'11,l'&,a t1•111.a11.•mr1a • · t11, ..

. . ...... 19611, CAL BIGI IllG BDUOA!IOI 8 •

1a,1ona acl prepalng tb• t1na1 Nport ader the au,enlaloa ot '1le foN• -• 'I'll• report a1lbld.ttecl 1• • IN\IP Npon. After the aublllaaton ot ~• "'°"• a oOllpNheneln vr1tten ezwnat1on oonrlq tlleo.,, oaloula\1ona

1 , .c1 otbsr 1tw 1a taken by ••'bera ot '1'l• aqucl. r. ftalut1on or '1'le Studentaa the aquacl toN• a 1a N •ponaS.~1• tor an ••

blaaed oontlclentlal NpOl't of eaob 1qucl M•ber. thll lnol~«•• a NpOPt on the tollovinga Cooperation and tea work., teohnloal abllltJ, lnl\latlft

1 llallual ak111, att1tude1 energ (1noludea "1014 brloklng"• ladependeD\ thlnk­lng, and bow lftoh detailed aupen1a1on wa1 NqulNd).

In moat oaaea the foremen•• reporta &Pe good, and ln tew oa••• the eyaluatlona aN taken •~um aal11 gran11."

The 1natruotore 1n the oourae alao aublllt a Pating lheet or eaoh •••• ber of the aquada. The torm 11 g1Yen 1n Appendix Ill or th1a paper. Th••• ratlnga are diaouaaed at weekl7 atatr aeetinga. At th• encl or the teN

1 a oon1p11at1on 11 wade of these Nporta. The Obalnan ot the Depart•nt ) then dlaouaaea theae report• with the atudent at the beginning or the

Autumn Quarter, P1fth Year. The 1tudent1, a1 a whole, nloomt \ht oo••nt1, Moat of the atudenta t17 to oorreot their weak po1ntaJ ln a few oa•••• 101M tblnk that enr7body 1a out ot atep except them.

g. Reg!5,N• enta of the cour••1 Eaoh aquad la required to complete the work listed below. Each problem 11 weigbted depending upon the time required to oomplete the problem.

Problem Bo.

0

Deaorlptlon •

I I I

Point,

lZ 1M 2M lT lE 1K 4B SB lB lP 3P 1-S 2S

Chemical Engineering Safety Shop Work, Maintenance an4 Repair of Equipment, and the U•• ot ·Tool1. Pinal Olean Up Ga• Chromatography, Speotrophoto•tl'J', ASTM Anal71l1 Triple Effect ETaporator Bum1difloat1on, Water C~oling, and Debum1dlt1oat1on Pertormanoe Charaoter1atlo1 of 3•Plate, 18-inoh d1ua•t•r Gla11 Wall

D1at1llat1on Col,imn. Continuoua D1at1llat1on, 3S•1late, 8•1noh diameter Column Abaorpt1on, 3" x 36" Glaaa Wall Ra1ohlng Ring Tower Constant Preaaure Batoh Filtration Oont1nuoua Vacuum 11ltrat1on

6 e 4

12 20 16

16 20 16

8 8

10

, lD lAB

L1qu1d-L1qu1d Extraotlon, 6-1nch dS•m~ter Spray Column, 6 feet h1gn. Llquid•LiquJ.d Extraction, 2•1nob Pul•e Co~1amn Drying

· Beat Tranarer and Fluid Plow, Heating and Cooling in Single, Double, and Pour Paa, Multi-Tube Beat Exchanger•

8 16

7B 2M

Performance Charaoter1at101 ot a Croll•R•Jnold•• Pour•Sta1• IYaotor and ~Oh111Yaotor"

Beat Tranater, Multi-Tube Conden1er Pinal Clean Up at the End or the Quarter

•

16

16 16 4

h. The Unit Operat1~q• L~b~rator7i In the Appendix are photograph• ot 1tu• dents 411111&ntllng and moving equipment trom th• old building and ereotlng 1t in the new building. Eat1matea were obtained trom ••••ral oompan1•• oonoel'Dlns the ooat ot doing tbia. The loweat ••t1mat• wa1 t100,ooo. W• used th11 money to puroh&ae new re1earoh equipment and save the Cla11 or 1960, 1200,000 worth ot ezperienoe. Thl1 work wa1 done dvlng the la1t two week• ot the tlrat tel'lll ot the Suawer Qual'ter. Thi• monumental ta•k waa done without a 1lngle aoo1dent. we bell••• that th11 t7pe or work, lt not oarr1ed to extreme•, 11 an 1ntepal part or the training ot the Cheml• oal Engineer.

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I:

OBfi!Ml.(JAL El'GllEER!lfG EDUCATION I

June 1964

!f:. CBRMJ,~.AL EIGIBkfiRillG PROCESS DEVE~PMEBT AlfD DESIO!f COURSES . . .. by

Charles E. Dryden

~he oov•ea ot tb1a group are 11uuma41'1.zed 1D the tolloving table.

'fABLE 1

arter and Year, Course . Credit u•'lber and 'fl tle . Hours

• li'ALL0QtJARTEB - Sm '!EAR

Ch.E. 760 - Chem. Engr. Economy 3 Ch.E. 761 - Chem. Engr. Processes 3

• WIRTER QUARTER ~ .$TH YEAR a

•

Ch.E. 770 - Chem. Engr. process Development

Ch.E. 790 - AIChE Student Contest Problem and Systems Analysis

SfR,INq QUARTER • - STH '!EAR Ch.E. 772 - Chem. Engr. Process

Design Engr. Draw. 7SS - Plant Design Ch.E. 791 - Special project Prob­

lems Investigations

4 2

3

3 s

Lecture Bra/Wk

2 2

-2 after 30 day perio

l

1 -

Chemical Engineering Pr~cess ~velopment and Design Courses

Laboratory Hrs/Wk

2 (computatl,n) 2 ( 2$% on plant

trips)

2 (SO% experi­mental) I

00 hrs over 30 day period

6

6 S (0-90% experi­

mental) •

A major portion or the fifth year ·of the undergraduate B.S. degree program in chemical engineering is devoted to courses which utilize a great deal or previous _knowledge~ The case study method is used and students are contronted with situ­ations never aeen or studied before. They are required to solve problems on a pro­fessional basis. T:Q.ia philosophy is in accordance with the Grinter report(})

-which stated on page lS: "The capacity to design includes more than mere te~hn1• cal competence. It involves a w1111ngneaa to attack a situation never aeen pr studied before and tor which data are often incomplete: it also includes an accept ance of full reaponaib111ty tor solving the problem on. a professional basis."

The course sequence in the fifth year to accomplish the above aims is shown in Table 1. ,

During the Fall Quarter, Chemical Engineering Economy, Ch.E. 760, 1a taught concurrently with a comprehensive survey or the chemical process induatriea·, ch.E. 761. The laboratory work in Chemical Engineering Econom,' consists or several economic analysis problems, whereas in technology about 2.5% of labor

1

atory time is spent in plant v1s1ts and the balance in library research and report,ing.

In the Winter Quarter, the process development course, Ch.E. 770, 1a taught on an inf'oraoal basis with the students given a typical chemical process study. The aequence includes library research, laboratory and pilot _plant experimenta­tion, preliminary process design and economic analysis. Several methods are1 used, depending on the type of _problems and size or class. The students work in groups ot 3-S on one or several related processes or as an entire group on one problem. In the latter case, an industrial research and development group 1a simulated with assignments rotated .periodically throughout the quar~er. The latter method ~e­velopa ~snagement and comm(mioations skills as well as technical specialization since it is impossible for each student in a- large group to tollow completely the work of others 1n an over-all coordinated project. ·

. • • • • ' • • ~ • • • • ' • -• I •

'

• "Report on Evaluation of .Engineering Education," Am. soc. tor ~ineering Education, L. E. Gr.inter, Committee Chairman, 111aued June lS, 19$5. '

•

•

June 1964 I•G BDtJ'CA'?IO:I 10 '"

Individual solution or the AICbB student Conteat ~roblem, Ch.B. 790, plus · lectures on use ot computer• in optimization 1tud1ea round out the Winter Quarter design sequence.

The Spring Quarter completes the sequence with a procesa design oow1e, Oh.E. 772, on a new problem. Emphasis ls placed upon using baaio ohem1oal engi• neering principle• ot thermodYJ'amSoa, reaot1on k1netioa, heat and mas• transfer, the unit operations, etc. tor optimization atudiea ot a proceaa deaign. Digital and analog computers are used aa an aid to tbe solution ot a relat1vel7 complex problem involving baaio engineering concepts and economioa.*

The plant design course, Engineering Drav1ng 7$S, again using another new . problem, coven plant layout and aux111a.r1ea design.

S. SPECIAL PROJECT PROBLEM IBVESTIGATIORS •

The special project problem 11 uauall7 conducted aa an individual assignment to the student by one ot the proteaaora. The scope varies widely and may run trom a design project with little eaperimental work to the opposite extreme. The cri• terion in eaoh case 1s to have the student aolve some challenging problem. ·

THE ELECTIVE COURSES I1f CHEMICAL EBGINEERIHG NUCLEAR CHEMICAL ElrGlMEE.ttIWG COURSES

by Charles E. Dryden

The nuclear engineering degree is not granted at osu. Instead, a program or option can be taken in nuclear science and engineering with a major degree granted in the Departments or Physics, Chemistry, Chemical Engineering, or Mechanical En• gineering.

In chemical engineering, and graduate students.

a 3-course minimum sequence ls available to seniors

Course No. Physics 602

Chem.Engr. 76S

Chem.Engr. 766

'1'1tle Modern Physics

Introduction to Nuclear Engineering

Nuclear Chemical Engineering

or. Bra.

s 3

4

Lecture HraLWk

s

3

Lab. Bra/wk

--

3-S

The introductory nuclear engineering course, Ch.E. 76S, coTers reactor theory, health physics, and shielding. The tollowing quarter, Ch.E. 766 11 devoted to fuel cycles, isotopes, radiation chemistry, and waste d1apo1al. The laboratory given in this quarter illustrates the elect1n material in both Chem. Engr. 76S and 766. A 11st ot typical experiments shows the breadth of coverage.

1. Nuclear Radiation Detection 2. Isotope Dilution Assay Methods J. Flux Distribution and Buckling in the SUbcritioal Reactor 4. Critical Reactor Experiment A 5. Critical Reactor Experiment B 6. Pulse Feed Extractor 7. Fluidized Bed Calciner 8. G•a1ma Radiation Experiment

If a student, particularly a graduate student, wants turther work, he may take advanced level courses available in several department,.

APPLIED ELEC'l'ROCHEMIS'l'RY b7

Aldrich S7Yeraon chemioal Engineering 763, Applied Eleotroohem1etrr, 1• a leoture-laboratOl'J'

course and is an elect1 ve in the curriculum. Thia laboratory meet, tor 4 houri

* ,Thia puagraph was Wl'1tten bJ Aldr1oh· SJ"f•r•on. "'

•

•

11 • . r., . I O.IL BIGllBBRIKG BDO~A!IOS •

.rune 1964, .,

·per week ad 1• operated ln oonJunotlon with . the th•ol'J' and 2 bova ot leoh.N ' per .week tor a total of 3 oreclli houra. !he objeot1Tea ot the laborato17 19rogr.­are1 (1) to aoquint the atu4ent 111th lutrmiwnt• ad •tho41 of •••me11at tor eleotroob9111oa1 pb.enoaenaJ . ( 2) to·-,proy14e a better aderatanding ancl appreo1at10D tor the baalo theNOc1JD•1o pr1nc1ple• underlJi.ng eleotroohemloal ••ll•J and (3) to pronde an opportunlt;7 tor 1n41Tl4ual eftort in the p'.lann1!\g ·anc1 euout1on o~· a ld.nor-Naearoh problea 1a 1ome t1el4 ot eleotroohem1•tl'J'. ·

!he -Jor portion ot the laboratoP7 ettort 1• deyeted to the reaearob probl-• . Student• ~ work 1nd1Tl411all7 or 1n group• of two or thNe. !he apeoitio problem -••1 be orlgS.Datecl b7 the atuclent or aeleotecl 1'l'OJI a llat of general top1••• The

plan ot attaok 111W1t be orlglnatecl b'J' the at114ent with the approYal of the teaoh1ng­atatt. Llterat'IIN aearoh, plannSq ancl euout1on ot the prograa and a final oo•­pNhenaiTe report are the eaaentlal NquiN111Bnta. Each student or group ••t• with a atatt member at lea• t onoe eaoh week to review proP'••• and tol'lllUlate plaa• t,r the ooming week. Where groups are 1nvo1Yed, reapona1bil1ty tor the program 11 . rotated 10 that eaoh member 1erve1 as director tor a week. weekly progresa reports are aubar1 tted. !Jploal probleaa wS l!)b have been 1nTestlgated are: a polarograph1c method tor 07anSde ion anal7a1a, h,-drogen-oxygen tuel oell, k1netloe ot reaotlone ot aold on Mtala, and eleotro-orgenS~ reduotion prooeea.

Although the laboratOl'J la 1oheduled tor a particular tour-hour period, •t~­denta are pel'llitted to oome ln at any time with the 1n1tructor•1 approval. It~•• t\ll'Ded out that • any atudent1 han taken adYantage ot this and han tound that thia tlexlb111t7 ha• pel'ld.tted them to undertake experimental progra• a that could not be done ln a tour hour per week ba1l1. Emphas11 11 placed on 1nd1Yidual rea­ponalbllltJJ the better 1tudent1 •••• to welcome th11 opportmity.

,

•

•

Introduction

•

THE CHEMICAL EBGinEERIBG LABORATORY AT JOBBS BOPIURS UBIVERSI'l'Y

by •

B. E. Hoelaher . . Johns Hopkins Univer11ty

•

Laboratorie1, once thought to be neceaaary evils 1n the engineering ourrioulum, are now more often considered one .of the exciting parts or the program, 1ndepent­ent or the lecture courses. During recent years, there has been much diaouasion or the proper role tor the laboratol'Y in the program. The obfeotivea and tbe relative merits or various mechanical details ot laboratory organization and operation have been discussed moat intenaively.

There are three extreme positions which one might adopt with respect to tbe goals and objectives of an underg_rtiduate laboratory in Chemical Engineering. These are:

1. That -the laboratory should be an adjunct to a lecture course and should serve aa a forum for illustration or pr1nc1plea . d1scu11ed and presented during the lectureJ

2. That during the laboratory course, the student should be given aome"teeling" tor research_ and development techniques in engineering;

3. That the laboratory is best concerned with training students in the oper­ation of equipment which he will be expected to operate or whose operation he will be expected to supervise later in his career.

In practice, these are not three separable ideas. ·Any laboratory course will inevitably involve some ot each for almost every student. However, the attitude or the professor 1n charge or the course will influence the relative emphasis placed on each, the orientation or the course .work, the experiments, and, hence, will largely determine the type or experience provided to the student and the ideas and talents gained from the program.

During the last decade the laboratory has developed largely aa a separate and independent part ot the curriculum and not as an adjunct to a lecture course. Thia 1a quite a ditterent role tor the laboratory from that in earlier engineer­ing programs. While some ·laboratories must still serve as supports tor lecture courses, there is ample need tor those which operate completely independent or any one lecture course and draw on material from all. In these, the student may take a more active than a passive role.

Any attempt to use the laboratory aa a means tor training students 1n the operation or equipment can only .be partially suocesstul. Further it is difficult to justify such a training rather than educational funotion in a university. Since the time available tor laboratory 1natruct1on is so limited, it 11 not possible to include more than a small traction or the total possible items or equipment which are important .in the chemical industries. Hence it seems mor~ reasonable to consider that the education of student• in research techniques in the broadest aense, that la, in methods tor extracting information or ot learning trom physical systems to be the goal or this oourae. Such a goal 1• capable ot realization in some meaaure.

Within broad limits, the exact experiment which the student 11 assigned in the laboratory is less important than the ~ype or assignment which he is given. The atudent · may learn how to approach a problem in the physical sense from virtually any ot the classical ,m1t operations experiment• or trom any ot the engineering• science experiments in the transport prooeaaea. Thus the details ot the labor­atory operation and the relationship between student and instructor are important. ·

•

some ot the questions ot importance in the ope_ration ot the laboratOl'J' are the tollowing: .

1. Whether students should work in teams or be assigned to experiment• on an ind1Tidual baaiaJ

2. Whether students ahould be expected to· do substantial amo\Dltl at 1et-up or maintenance on the equipment or whether they should approaoh an apparatus which ia tunotioning correctly and 11 1n exoellent repairJ

3. Whether detailed 1nstruct1ona should be giTen to the studaat or only minimal information provided on the objeotivea ot their a111gnmentJ

4. Whether the equipment should, in general, be ot pilot plant 1oal• or whether very small, benoh-aoale apparatu1 11 to be preferred.

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13 CBEMIOAL· DGINRERIBG EDUCATIOB '

June 1964 !he aaaver1 to the1e queation1 will largely detel'Dline the type ot laboratoi-r

oovae glnn •Dd the nature or the experf•ac• : afforded to the student. There 1a . ot •~N, anqtb.er taotor - the interest and competence or the professor in , · oharge ot the laboratoey. Thia 11 of overriding importance in the aucceea o~ the laboratory aa an educational experience.

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There are • any different answers to these questions reflected in laboratory programs throughout the United States, each •et functioning with certain I advantages. The laboratory coUl'ae, like the lecture program, reflects the 1nteN,a and ph1loaoph1ea ot the atart. Such differences exist and should 9e cont1n~ed actively as a poeitive goo~ associated with our educational system rather than to be tolerated passively but auspiciously.

However, ao long as we have the freedom to orient our programs along lines representing our own intere,a, it follows that we must be prepared to aaa\DDe the Naponaib1lity associated with this freedom, 1n this case, to communicate our ideaa and actiTitiea·to others in the profession. The purpose or this paper is to outline the system uaed in the undergraduate chemical engineering laborat~.ry at The Johna Hopkin• University, to indicate some of the features which are belieyed to be moat attractive and to present some of the problems which exist.

Th~ Labora~o17 Program at The Hopkins

The chemical engineering laboratory in the undergraduate program at '!be Hopkins ia presented entirely lb the senior year. The first semester ia devoted to experiments in the engineering sciences and the second either to advanced experiments (or projects) or to experiments in the classical unit operations areas, depending on whether· or not the student is going into graduate school +

The tirat·' semester "engineering science" experiments are varied in nature; most or them have been developed around one _or a combination or the transpor~ prooesaea. The type of experiments available are illustrated by the following partial listing:

1. Gas tlow through an orifice, venturi meter, and capillary meter measurement ot velocity ·profile;

2. Gas flow through a packed bed; 3 • . A Joule-Thompson experiment; 4. Liquid flow through a capilla191, variable head tank; S~ Gas tlow (pressure drop ve~sus velocity and bed height) in a fluidized lbed; 6. Pressure drop versus velocity and bed height in a liquid fluidized bed;· 7. Velocity profiles in the. working section of a well-designed wind t:urm•~;

measurement or the velocity decrement behind a rod oriented transverse 1to

the mean flowr use of hot wire apparatus; 8. Heat transfer to and within a packed bed; 9. Heat transfer from a metal rod heated on one end - determination ot

surface coefficients as a function of position; 10, Heat transfer to a stirred liquid; control or the temperature in the pot

by an electronic control instrumentation; 11. Heat transfer to a thermocouple; errors in temperature measurement; 12. Heat transfer trom a heated cylinder oriented transverse to the mean tlbv

in the wind tunnel; 13. Thermal diffusion in gases; 14. Masa transfer from the surface of a rod oriented tranaverae to the mean

flow in the wind t,mnel; lS. Diffusion through agar-agar gel with and without an imposed elecirio field.

Wherever possible, experiments are "rigged to inTolve more than one principle. For example, in the experiment listed as wo. 4, the fluid ia an oil which, on occasion in the past, baa been initially loaded with "Thixin" making it thixot tropic. The advantage to the educational experience or the student is, I think, considerable.

At the beginning of the second semester, the students are divided into tvo l group•• Those who do not plan to continue into a graduate program (or who will not be recomo•ended for graduate school) are requested to do experi~enta of _the classical "unit opera_tions" type. For this purpose we provide a quite standar1 aingle.-bubble-~ap plate ils.tlllation column, a.· pac.ked distillation col 1nn, a atandard shell-and-tube heat exchanger, and other similar prosaic apparatus. We teel that tor such students, thia type of experience is moat deairable.

• • . . . For thoae students who are going into graduate school, either of two options

1• open. !hey may do a special pro3ect, perhaps in aaaoc1ation with the reaepoh

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June 1964 CHEMICAL ENGINEERING EDUCATION

activities or one ot the members ot the start, or, it they so desire the ma elect to do several more adTanced engineering science experiments. A~ong {he 1 latter are kinetics experiments, development or new experiments in areas not :overed by the laboratory, experiments in instrumentation and control, etc. we b

ope that this division ot effort will provide a laboratory experience which aan e made nearly optimum tor each student.

Students are assigned individually to experiments during both semesters there 1s no formal "team system" involving a "group foreman". We recognize the ~rgument • that students must learn to work in teams - since that is the system used indust­rially - but we believe that the most satistactory educational experience is not achieved in this way. It 1s true that for very large classes and large student­to-statf ratios, the team system could be the only practical way to operate. Hapily, the chemical engineering senior class at The Hopkins rarely eaceeds

· 10-12 students and the professor in charge of the laboratory is normally provided with a graduate assistant to help in the operation of the program. With such numbers, students may easily be handled individually throughout the program •

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A technichian is provided in the laboratory to maintain equipment in a satis­factory state of repair and operability. Students are expected to cope with routine maintenance problems as they arise during the laboratory period and to make such minor adjustments and corrections to equipment as may be required for their experiment. Major plumbing, electrical, and mechanical repairs and changes are normally provided, often under the supervision and direction of the student requesting the work.

Instructions to the student are purposely kept minimal. An objective is always clearly stated but methods for achieving the objective or objectives are never suggested. The student is expected to -decide on procedures which will permit him to obtain the necessary data, to derive or find in the literature the equations or relationships which will be useful in calculating the results which are wanted, and to report these in some meaningful way. Report forms are never prescribed, the1r format and length depend entirely on the nature and extent or the information which the student wishes to describe.

The size~ the equipment to be used by the students in the undergraduate laboratory must be determined by the objectives set for the laboratory by the professor in charge. If the operational problems associated with the actual industrial type equipment are to be illustrated, then the laboratory equipment must be large and must possess many of the characteristics of the corresponding industrial-scale items. However, the amount or material required for the operation of such large scale equipment, the time required for equilibration, the difficulties encountered by the students in unaeratanding the principles of operation when faced with the. complexities of manipulation, tend to militate against such large scale apparatus and dictate the use of smaller scale items •

. Intermediate sized equipment possesses neither the characteristics of the

large scale pilot or plant scale items which can be justified in terms of operational training nor does it provide the opportunity for learning and under­standing basic principles provided by the very small scale units. Beno•~ we ,~se small scale equipment, equipment operable by one man, which can be equilibrated in periods of less than one hour. The student is expected to study the principles involved rather than the mechanical details.

One further problem associated with the laboratory arises from the difference between laboratory and lecture courses. Unless the group is very large, the professor in charge of a class can almost continuou~ly monitor the comprehension and receptiveness of the students. There is continual feedback from the student to the professor and those students who are confused by some facet of the work may so indicate immediately and the source of confusion can be discussed at that moment. Further,from quizzes and tests, the professor discovers those areas where comprehension is lacking, where more work must be done, or where he is failing to communicate effectively. Such information feedback is an important, although almost automatic and perhaps unconscious part, of any classroom structure.

While similar channels for information feedback do exist in laboratory courses, the impedance to information flow is very much greater. As a result, the professor cannot appraise the comprehension, contribution, and activities of any single student in the laboratory nearly as well. Grades 1n the laboratory are usually based on attendance, on report grades(usually from the graduate assiatant)t and on a final exam1nation which may have little to do with the work actually aone by

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lS CHEMICAL EIGINEERIIG EDUCATION

the student during the year. A poaaible system tor improving the tlow or 1ntor­• ation trom th• atudent to the professor in charge or the laboratory inYolvea enliat1ng the aid ot the other members on the 1tatf. .

A••w• that eaoh member of the atatt, except the professor in charge or the laboratory,alat• with the members or the laboratory claaa individually tor d1acuaa1on ot a problem(or aeveral problems as the ca•e may be) which the stuaent haa completed in the laboratory. The student would be expected to explain what hia problem waa, the work he(or his group) did, the conclua1ona reached, and the aigniticance thereof. The proreaaor could, by careful questioning determine ~he extent to whioh the 1tudent understands the work, its significance, and even ~he extent to which the student waa responsible tor the - aucceaa or failure or the experiment. Thia system would have the educationally salubrious effect or forcing the student to report to someone qualified to judge but not directly familiar with the assigned task.

The proteasor in charge of the laboratory would then receive report• trom the rest or the atarr on each ot the students. Thia report could be in the form ot a grade baaed, tor example, in equal parts on presentation by the student, compre• henaion of the ¥Ork by the student 1 and the quality or the work actually done. Such a system ia planned tor the 1962-1963 academic year in the chemical engin­eering laboratory here at Hopkins.

Such a system does not result in a aerioua drain on the time or energy or the start. With a student body of, tor example, 30, each assigned to ten experiments during the semester, and a start of five in addition to the professor 1n charge of the laboratory. thi~ would necessitate four staff/student conferenoea or thia sort per week per man. Since a half-hour is surely enough for such a discussion, this does not aeem to be an excessive additional load. The gain to the program could be quite considerable.

Summm In summary, the laboratory during the senior year in the undergraduate chemical

engineering program at the Hopkins is thought to be one of the moat 1mportant 1

parts of the program. The course provides an opportunity for students to exper­ience the problems encountered when information must be extracted from a porti on

· or the physical world about us. They are required to obtain certain informati on from an exist1·ng piece or apparatus, information which must then be used in sane meaningful way either as a source of new knowledge or a means of relating the behavior of one system to that or others. The laboratory 1s thought to be an educational experience and not part of the student1 s training in some topic or topics of "practical" significance.

students are assigned to work and are e~amined individually. Staff are expected to teach

1 not just to supervise, students in the laboratory. Whenever necessrry,

the proteaaor 1n charge or the laboratory calls upon the entire staff for ass st­ance in the program, for all have an interest in its success.

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A LABORATORY COURSE IB TRABSPORT PHEBOMEHA by

B. J. Croab7 Un1vera1ty ot Wiaoonain

When the Daepartment of Chemical Engineering at the University •or Wiecone1n deo14ed to introduce a lecture course on Transport Phenomena into its undergradu­ate curr~culvm, it vaa alao decided to establish a concomitant laboratory oourae. It waa tel~ that 1natruct1on in Transport Phenomena would be moat effectiye when the lect\tl'e vaa supplemented with laboratory work. '!his new laboratory course replaced a course in Technical Analysis which has outlived its usefulness in the modern ohemi.cal engineering curriculum. The following discussion reviews the baaic· phil6aophy behind this course, the general principles which are demonstrated by experimentation, those experiments which are now in use along with contemplated new exper1menta, and the results or one yearta experience in teaching this course.

G AL PHILOSOPHY

The main objectiv•of this course are to demonstrate some physical aapeota or the subject matter covered by a course in Transport Phenomena, to demonstrate certain properties of matter which are encountered with a course in llaterial and Energy Balances, and to enlarge on the classroom d1acuaa1ona wherever desirable. A• this ij the first engineering laboratory taken by students studying chemical engineering, the aims of the course are somewhat broader than the above objectives would indicate. In general, these aims are:

l. To illustrate the theoretical principles presented in the aforementioned courses. Major emphasis is placed on the testing and application or the theor­etical relationships used to describe the system under study, rather than the development of these relati9nships. The latter, however, 11 not neglected.

2. To illustrate and test the effectiveness of various experimental measuring techniques. These techniques are subjected to either detailed or approximate theoretical analysis wlienever such is warrented.

J. To teach the student how to handle and interpret experimental data of the quality usually encountered by engineers. These data are usually not aa exact as those obtained ·1n laboratories connected wi tb courses in chemistry and phyaica.

4. To develop the student• s ability to observe and reason, ,arti_cularly vi th reference to the extension or basic theory to practical problems and the use of simple models to describe complex systems. ·

5. To give the student practice i ~ organizing and presenting hie results effectively. No effort is made to teach creativity per ee in this laborat ory. There i s not enough time available for such instruction even if this were the only aim of the course. At this stage of the student•a · educat ion the course aims listed above are felt to be of more importance.

To include or illustrate every aspect of the basic principles in Transport Phenomena is obviously not possible in a single laboratory course. However, the course described here provides a good introduction. Both s teady-state and unsteady­state operations are studied; all three states of matter are encol.mtered; situat­ions involving both laminar and turbulent fluid flow are investigated.

PRINCIPLES DEMONSTRATED

The key to Transport Phenomena is the equations or change. These equations contain thermodynamic properties of matter such as densi\y ana heat capacity and transport properties such as viscosity, thermal conductivi ty and diff usi vity. With the aid of these equations it is possible to determine the velocity, t emper­ature and concentration profiles in a system; to obtain dimensionless correlations tor the coefficients of 1interphase transport(friction factor, heat-transfer coef!'ic• ient and mass-transfer coefficient); and to develop the macroscopic(over-all) balances for mass, energy and momentum.

. The experiments in this course deal with measurements or certain thermo-dynamic properties, the three main transport properties, the three types of profiles, the three transfer coefficients, and certain applications of the macroscopic balances. The organization of these experiments ia shown in table 1. Exp,riments in Groups A and B ere covered before those in Groupe 1 through 12, and the experiments in Groups 1 through 12 can be followed either by row or collumn without losing continuity in the subject matter. In the course described here, · the experiments are taken up by column as this is the order in .which the subject matter is covered in the lecture.

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EXPERil'IER·r S

CHEMICAL DGIIEERING EDUCATIOI June 1964

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the In designing the experiments tor this laboratory, it vaa attempted to aatisfy

following basic requirements: 1. The experiments muat be simple to understand. The main points muat be

extremely clear, both theoretically and experimentally. 2. The. experiment must be eaay and q¢ck to perform. The time required tor

obaenation and calculations should not exceed one laboratory period. ). Analytical procedures and instrumentation must be as simple as possible

so as not to distract trom the main purpose of' the experiment. . 4. The process 1mder study should be such that it can be described mathemat-

ically in some detail. r~-

Thoae experiments which have been developed and are in use are listed tn Teble 2. A complete description of' these experiments can be found elawhere i) The •~e~1menta iii Groups l through 8 are similar to those which are in u•e ip many "unit operation•" laboratories. One aspect of these experiments which may be.or special interest la the portability or the equipment. In Figures 1 2 a 4 and 5 are shown equipment from experiments in Groups 2,3,5,6 and 7. The ~q~p~ ment 1a either easily disassembled or readily removable from the laboratory as a ,mit.

The experiments which are not common to undergraduate chemical engineering laboratories are those dealing with mass transfer, Groups 9 through 11.

Por the measurement of binary diffuaivitiea it has been found that a diff­usion cell similar to that used first by Loschmidt gives excellent results. Figure 6a shows the construction details of this diffusion cell and also shows the proper location of the two gas chambers when the cell 1a being loaded or flushed out. Figure 6b shows an actual cell under operation with the two gas chambers located so as to allow eguimola~ counterdiffuaion to occur. To make the analysis scheme aa simple as possible, one of the two gases used in this exper­iment is always carbon dioxide. After the diffusion process is s~opped, the total amount of carbon dioxide in each gas chamber is analyzed by flushing the gases in each chamber through previously weighed drying-tubes containing "Ascarite" . This analysis scheme gives material balances consistent within± 3 percent and the measured diffusivities agree with accepted values within t 6 percent.

It has been found that concentration profiles in a stagnant gas film can be measured synthetically generating a very thick film which can be divided into sections for analysis. The construction details for such ·· a piece or equipment are shown in Figure 7a. One of the two chemical species in the film is a gas and the other is a condensable vapor whose source is the liquid reservoir at the base of the film. The film is sectioned off by rotating alternate sections of the eq~p­ment as indicated. Figure 7b shows an actual unit in operation. The average cqnc­entrations of the gases in each section of the equipment are determined by flush­ing the contents of each section through miniature, pre-weighed cold traps. The vapor component is thus condensed out and its mass is readily determined. The concentrations are then easily calculated with a knowledge of the dimensions of or each of the aectlons in the equipment. This analytical procedure will give good results if done with proper care. The measure profiles agree excellentlYi with the theoretically predicted profiles.

Mass-transfer coefficients are readily measured by means of wetted-wall columea. The construction details for the wetted-wall col 11mne in present use are shown in Figure 8a. Water and air are the two chemical species used in this experiment. A laboratory unit with two wetted-wall co1,1mr1tt of different diameters 11 shown in Figure 8b. A closed-circuit system for the water allova for a simple measurement of the rate of mass transfer.

Besides those experiments which are now in use, others are being planned. some of the new experiments which are etth,r being contemplated or being devel­oped are listed in Table J.

CLASS SCHEDULE

The laboratory amounts to one four-hour session per week. A review or the theory ana a diacuaaion or the experimental procedure is covered in a one-hour recitation and quiz period preceding the laboratory proper. The require• ~xp•r­imental work and oaloulationa are performed in the remaining three hour•• The

( 1) Experiments in Transport Pnemomena, by E. J. Crosby, John Wiley & Sona, Rev 1,

York (1961).

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June 1964 OhEMICAL DGlRBERiBG BDOCATIOB .18

perforaanoe ot the calculations under the •upen1•1on of tbe 1utruotor ha• proTen particularly advantageou• to the student. Error• are rea4117 t~m4 ad clar1ried and con•id,rable time 1• • aved. The • tudent preaent• the Naalt• ot 'he experiment in the fol'II or a abort report· oonaiating of an ab•traot, a •ummsry or reaulta, adiaouaaion and a list or aample calculat1ona. Only tu abatract and d1aouaa1on are· prepared outside the olaa•rooa.

RESULTS

Th1• laboratory baa been 1n operation a1noe SepteJlber 196i, and the exper­!•enta now 1n u• e were teated tor one or two aelll8atera before the oovae 1Msan• During thia period the aajor1t7 or the probl••• that have ari•en 1n oonneotlon with the operation or the experimental equipment have been aoln4. However, a01U of the equipment la • till being • oditied to glye • ON tleziblllty and better experimental reault• •

Experlenoe to date indicate• that the aiu or thi• courae are tultilled. Prom the pedagogical viewpoint, the beat reaulta are obta1md when the • tudent ia aimultaneoualy enrolled in the lecture oour•e and laborato197 coar•••• When both cour••• are taken together, the • tudent•• progre1• in the tollovlng covae dealing with Tran1port Proo••••• (unit Operation•) 1• coulderabl7 aooelerated. In thoae ca••• llb•r• the laboratory baa been delayed until atter the leotUl'e oourae, progrea• in the upit operation• coarae la •owewhat •lover. Of partlolllar benefit· to the atudent are the numerical evaluation• carried out in the labor-atoey in oomeotion with tbeor•tioal work talmn up in the lecture. .

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& llUllber or college• and unlveraltie• are nov preparing to otter a a1• ,1ar laboratory course in connection with a lecture oov•• in !ruaport Phenwna. the choice or qualitied iuatruotor• tor such a prog~a• 1• v•'J!'J 1• portant. The labor• atoey inatructor1 mu•t be aa well qual1t1e4 •• tho•e vho leoture. Thi• tlnal point (\•nn~t be e• phaa1Nd enough.

TABLE l ---ORGANIZATION OF EXPERIMENTS

Matter Energy . - - - --~---

Thermodynamic ~eriment Experiment Properties Group A Group B

. - ·-Transport of Transport of Transport of

Momentum Energy Mass

Transport ~eriment ~ertment ~eriment Group 1· Group 5 Group 9 Properties

Profiles Experiment Experiment Experiment Group 2 Gro~p 6 Group 10

Transport Experiment Experiment Experiment . Group 11 Coefficients Group 3 Group 7

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Experiment Experiment Macroscopic Experiment Balances Group 4 Group 8 Group 12

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Bzper1•nt Grog •o.

A 1 2

6

I 9

10 11 12

&xp•rl• ent Oro9 Bo.

£, B l -2 3 4

f I 9

10

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• !'ABLB 2 z-x,-n- s x• un

Subjeot ot B9eri11ent

Pn••ure-Volw-'f•mp•ratUN BehaTlor ot Real Ga•••• V1•ooa1tlea ot •evtollian Llquida. Veloolt7 Protile• ln Circular Tubea (turbulent tlow). Prlotion Paotora tor Plo~ in Circular hbea. Bttlwc Tl•• tor a !ank with Exit Pipe. !ml'll&l OonduotlTlty ot~_$olida (unateady•atate -thoct). temperature Protlle ln Long Roda. Beat !ranater Coettiolent1 in Clroular !ubea. Beatlng . Llquida ln '1'.ank: Storage. DlttualTity in Ga••• (unateady-atate method). Coaoentratlon Profile• in a Stagnant Pila. Ila•• 'lranater Coettlolent1 ln Circular Tube•. Beating Value ot a Puel Gaa.

TABLE 3 IEw BXPERIMElffS BEI•O OOftBMPLA'l'ED

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Subject ot Bxperlmen~ Partial Molal Propertiea. · Y1•ooalty ot Ga•••J Propertl•• ot Bon-Bevtonlan Llqu14a. VeJooi ty Protllea ( lust nu1·tlow) . . Drag Coettiolenta ror Plow Around SubMrged Sphere•• Str••••• ln Pipe Ploturea; Reaponce Charaeteriatio1 ot

an Illpaot hbe. !henal Coaduot1T1~ in Solid• and Pluida(ateady-atate -tbod). Teaperature Prot11•• in Plowing Pluida. · Beat-Tranater Coettlolent1 in Jacketed Kettl••• Operation ot Steam !urbine•J Operation ot Air Compre• aora. DlttualTlty 1n O&aea (ateady-atate -thod). conoentration Profile• 1n A Plowing Plul4. M•••~an•ter co,ttioient• tqr Submerged Spher••• Seai-Batoh, 1 Liquld•Ph••• Reaotora • . - ----··-- ---.. - .... -· - --·-··· - .. . ·- .. ····- - ·

ItEPEREICE 'l'O FIGURE BUMBERS

F11JUN 110.

la lb 2a 2b 3a 3b 4• 4.b Sa Sb 6a 6b 7a 7b 8a 8b

Figure No. in Laboratorz Manual1

2.a:-1 2.a-3 J.a-1 3,a-2 5.a-5 5.a-6 6.a-1 6.a-2 7.a-1 7.a-2 9.a-1 9.a-2

10.a•l 10.a-2 11.a-1 11.a-3

1 Experiaent• in Tran1por~ Phenomena, ·by. E. J. Cro•by, John Wiler and Soni, Bev York,_ 1961 • .

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