INSTRUCTOR’S MANUAL

TO ACCOMPANY

ELEMENTARY PRINCIPLES OF
CHEMICAL PROCESSES
Third Edition

Richard M. Felder
Ronald W. Rousseau
with assistance from

Matthew Burke, Swapnil Chhabra, Jun Gao,

Gary Huvard, Concepción Jimenez-Gonzalez, Linda Holm,
Norman Kaplan, Brian Keyes, Amit Khandelwal,
Stephanie Manfredi, Janette Mendez-Santiago, Amy Michel,
Dong Niu, Amitabh Sehgal, James Semler,
Kai Wang, Esther Wilcox, Jack Winnick,
Tao Wu, Jian Zhou

3
INSTRUCTOR’S MANUAL

to accompany

ELEMENTARY PRINCIPLES
OF CHEMICAL PROCESSES
THIRD EDITION

RICHARD M. FELDER
North Carolina State University

RONALD W. ROUSSEAU
Georgia Institute of Technology

JOHN WILEY & SONS

New York Chichester Brisbane Toronto Singapore

4
 CONTENTS

Notes to the Instructor iv

Section/Problem Concordance vi

Sample Assignment Schedule I ix

Sample Assignment Schedule II x

Sample Responses to a Creativity Exercise xi

Transparency Masters xvi

Compressibility charts xvii

Cox vapor pressure chart xxi
Psychrometric chart – SI units xxii
Psychrometric chart – American engineering units xxiii
Enthalpy-concentration chart: H2SO4-H2O xxiv
Enthalpy-concentration chart: NH3-H2O xxv

Problem Solutions

Chapter 2 2-1
Chapter 3 3-1
Chapter 4 4-1
Chapter 5 5-1
Chapter 6 6-1
Chapter 7 7-1
Chapter 8 8-1
Chapter 9 9-1
Chapter 10 10-1
Chapter 11 11-1
Chapter 12 (Case Study 1) 12-1
Chapter 13 (Case Study 2) 13-1
Chapter 14 (Case Study 3) 14-1

ISBN XXX
Printed in the United States of America

Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes
only to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation of this work beyond
that permitted by Sections 107 or 108 of the 1976 United States Copyright Act without the permission of the copyright owner is unlawful.
Requests for permission or further information should be addressed to the Permissions Department, John Wiley & Sons, Inc., 605 Third
Avenue, New York NY 10158-0012.

iii
 NOTES TO THE INSTRUCTOR

Problem Assignments
To aid in the structuring of the course, we have provided a section/problem concordance on pp.
vii–ix and two sample assignment schedules on pp. x–xi.
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 Chapters 1-9, and within those
chapters some topics are omitted (e.g. liquid-liquid equilibrium and adsorption on solid surfaces in
Chapter 6 and mechanical energy balances in Chapter 7). The missing sections can substitute for
Chapters 2 and 3 in classes where the content of those chapters has been well covered in chemistry
and/or physics courses), and Chapters 10 (computer flowsheeting) and 11 (transient balances) may
be assigned for extra credit or covered in honors sections or subsequent courses in the curriculum.
We will discuss the case studies in Chapters 12-14 separately.
In the sample assignment schedules, we have designated a number of “bonus problems” which
may be ignored, assigned for extra credit as add-ons to the regular assignments (those will be long
assignments), or assigned for extra credit in lieu of some of the problems in the regular assignments.
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.

Creativity Exercises
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. 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.
There are no “right answers” to such exercises, and so we have not included solutions in this
manual. However, to provide an idea of the kind of things that students come up with, we have
included on pp. xi–xv a collection of student responses to a creativity exercise given by one of the
authors in a junior course on fluid dynamics.

Transparency Masters
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. xvi,
large versions of some of the most commonly used figures. 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.

Case Studies
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

iv
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 case studies from the first two editions are available at
the text Web site (http://www.wiley.com/felderandrousseau.html).

Problem Solutions
The detailed solutions to 634 of the 635 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 end-
of-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.1; heat capacity formulas come from Table B.2; enthalpies of
combustion gases come from Tables B.8 and B.9; vapor pressures come from Table B.4 or (for
water) Table B.3; and enthalpies, internal energies, and specific volumes of water at different
temperatures and pressures come from Tables B.5-B.7.
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: no flow chart, no help. 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.

Posting Problem Solutions: An Impassioned Plea

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: the main point is
to teach the students to set up and solve problems. 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: to ask about them in class, to make notes on solutions outlined on the board, and to fill
in omitted calculations. 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.

Errors
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://www.wiley.com/felderandrousseau.html) and make the
corrections in subsequent printings of the text.

v
 SECTION/PROBLEM CONCORDANCE

Key: i-Routine drill

j-Application
k-Longer or more challenging
*-Computer solution required

CHAPTER 2
Section Problems
i j
2.1-2.3 1-5 , 6-7
i j k j
2.4 8-10 , 11-12 , 13 , 14-15
i j j
2.5 16-17 , 18-19 , 20 *
j j
2.6 21-28 , 29 *
i j k j k
2.7 30-31 , 32-37 , 38 , 39-41 , 42-44 *

CHAPTER 3
Section Problems
i j k j k j
3.1-3-2 1-2 , 3-8 , 9 , 10 , 11 , 12-13
i j k j
3.3 14-16 , 17-25 , 26 *, 27-31
i j k
3.4 32 , 33-46 , 47
i j k k
3.5 48 , 49-52 , 53 , 54 *

CHAPTER 4
Section Problems
i j
4.1-4.3a 1 , 2-5
j k k j k k
4.3b-e 6-20 , 21 , 22 *, 22-25 , 26 , 27 *
j k
4.4 28-30 , 31
j k
4.5 32-34 , 35-38
i k j
4.6a, b 39-40 , 41 *, 42-45
k k
4.6c 46 , 47-48 *
j k
4.7a-e 49-53 , 54-55 *
j k
4.7f 56-57 , 58-59
k k
4.7g 60-62 , 63 *
i j k j k j k k
4.8 64-65 , 66 , 67 *, 68-73 , 74-76 , 77-78 , 79 , 80 *

CHAPTER 5
Section Problems
i j k
5.1 1 , 2-3 , 4
i j
5.2a,b 5-6 , 7-15
j k j k j k
5.2c 16-21 , 22-23 , 24-30 , 31-34 , 35-46 , 47-54
j k j k k
5.3a-c 55-56 , 57 *, 58-60 , 61-62 , 63 *
i j k j
5.4a,b 64-65 , 66-69 , 70 , 71-73
j k j
5.4c 74-77 , 78 ,79-83

vi
CHAPTER 6
Section Problems
j k j
6.1 1-4 , 5 *, 6-8
j k k j k j k
6.2, 6.3 6.9-29 , 30 , 31 *, 32-34 , 35-36 , 39-41 , 42
j
6.4a 43-44
i j k
6.4b 45-46 , 47-50 , 51
j k j k j k
6.4c 52-57 , 58 *, 59 , 60 , 61-63 , 64 *
j k j k
6.4d 65-67 , 68-69 *, 70 , 71-73
i j k
6.5a,b 74 , 75-80 , 81-83
i j k
6.5c 84-85 , 86 , 87
j k j
6.6 88-91 , 92 , 93-97
j k
6.7 98-99 , 100-101
CHAPTER 7
Section Problems
i j i j
7.1, 7.2 1-2 , 3 , 4-6 , 7-8
i j
7.3 9 , 10-11
i j i j
7.4 12-13 , 14-17 , 18 , 19-23
j k
7.5 24-28 , 29
j k j k j k k
7.6 30-38 , 39 , 40-41 , 42-44 , 45-48 , 49-50 , 51 *
j k
7.7 52-56 , 57-58
CHAPTER 8
Section Problems
i j
8.1-8.3b 1-4 , 5-16
i
8.3c 17-18
j k j k
8.3d 19-25 , 26 , 27-31 , 32
j k
8.3e 33 , 34 *
i j
8.4a 35 , 36-41
i j
8.4b 42 , 43-44
j k j k k k
8.4c 45-53 , 54 , 55-56 , 57-65 , 66 *, 67-68
i j k j
8.4d 69-71 , 72-73 , 74 , 75
i j k
8.4e 76-77 , 78-79 , 80
i j k j k k j
8.5 81-82 , 83-87 , 88-90 , 91 , 92 , 93-94 *, 95-99
CHAPTER 9
Section Problems
i j
9.1 1-2 , 3-4
i
9.2 5-6
I j
9.3, 9.4 7-9 , 10
j k j k j k
9.5a 11-17 , 18 *, 19-21 , 22-23 , 24 *, 25-30
k k j k
9.5b 31-34 , 35 *, 36 , 37-38
j k
9.5c 39-44 , 45-47
j k j k
9.6a 48-50 , 51 , 52-56 , 57-61
j k k k
9.6b 62-63 , 64-67 , 68 *, 69-70

vii
CHAPTER 10
Section Problems
j k
10.1 1-4 , 5
k j k
10.2, 10.3 6 , 7 *, 8-14 *

CHAPTER 11
Section Problems
j k j j j k j k
11.1, 11.2 1-2 , 3 , 4 , 5 *, 6-9 , 10 , 11-14 , 15-19
j k
11.3 20-26 , 27-30

viii
 SAMPLE ASSIGNMENT SCHEDULE I

Assignment Read (Ch., Sect.) Problems Due Bonus Problems

(*Computer problem)
1 —
2 1; 2-2.6 2:3, 6, 9, 12
3 2.7 2:14, 17, 19, 22 2.13
4 3-3.3 2:30, 33; 3:3, 6 2:20*, 36-43
5 3.4-3.5 3:13, 16, 22, 29 2:38-43; 3.9,11
6 4-4.3a 3:32, 37, 40, 49 2:40*; 3.26*
7 4.3b-4.3e 3:47; 4:2, 4, 7 3:53*, 54*
8 4.4 4:10, 11, 14 4:22*
9 4.5 4:18, 25, 28 4:27*
10 — 4:26, 29 4:28*, 31, 35-36
11 TEST THROUGH SECTION 4.3
12 4.6a-b 4:32, 39 4:38, 41*
13 4.6c, 4.7a-d 4:37, 43 4:39, 43*
14 4.7e-g 4:49, 53 4:47*, 48*
15 4.8 4:56, 65 4:54*, 55*
16 5-5.2b 4:69, 73; 5:3 4:58,59
17 5.2c-5.3 5:7, 12, 15, 19 4:60-62, 63*, 67*
18 5.4 5:25, 26, 59 4:79-80*; 5:4*, 22-23
19 6-6.2 5:35, 40, 66; 6:1 5: 31-34, 47-54
20 6.3 6:2, 9, 12, 15 5:57*, 61-62, 63*; 6:5*
21 6.4a,b 6:23, 33 6:30, 31*, 35, 42
22 6.4c 6:37, 47 6:51, 58*, 60, 64*
23 6.5 6:53, 66, 74 6:68-69, 71-73
24 7-7.3 6:36, 70 6:81, 83, 86-87
25 TEST THROUGH SECTION 6.4
26 7.4-7.5 7.1, 6, 9, 10 6:88-101
27 7.6 7:12, 18, 25 7:3, 17
28 8-8.3b 7:24, 28, 30 7:29, 39, 42-44
29 8.3c-8.3e 7:33, 35; 8:2 7:49-50, 51*
30 — 7:45; 8:5, 6, 8 7:52-58
31 8.4a-c 8:15, 18, 25 8:12
32 8.4d-e 8:29, 36, 44 8:26, 32, 34*
33 — 8:46, 49 8:54, 57-59
34 8.5 8:51, 55, 73 8:62-68
35 — 8:61 8:74, 80
36 — 8:79, 81, 86 8:88-90
37 TEST THROUGH SECTION 8.4d
38 9-9.4 8: 95, 98; 9:1 8:93-94*
39 9.5a 9:7, 12 9:9
40 9.5b-c 9:14 9:18*
41 9.6a-b 9:17 9:22-34
42 9.6c-d 9:32 9:35*, 37-38, 45-47
43 — 9:48 9:51, 57-61, 64-65
44 — 9:54 9:67-70
45 — 9:63

ix
 SAMPLE ASSIGMENT SCHEDULE II

Assignment Read (Ch., Sect.) Problems Due Bonus Problems

(*Computer problem)
1 —
2 1; 2-2.6 2:4, 7, 8, 11
3 2.7 2:15, 16, 18, 23 2.13
4 3-3.3 2:31, 34; 3:4, 7 2:20*, 36-43
5 3.4-3.5 3:12, 17, 23, 28 2:38-43; 3.9,11
6 4-4.3a 3:32, 39, 43, 50 2:40*; 3.26*
7 4.3b-4.3e 3:51; 4:3, 4, 6 3:53*, 54*
8 4.4 4:9, 12, 15 4.22*
9 4.5 4:21, 23, 28 4:26, 27*
10 — 4:26, 30 4: 28*, 31, 35-36
11 TEST THROUGH SECTION 4.3
12 4.6a-b 4:33, 40 4:38, 41*
13 4.6c, 4.7a-d 4:34, 45 4:39, 43*
14 4.7e-g 4:50, 51 4:47*, 48*
15 4.8 4:57, 64 4:54*, 55*
16 5-5.2b 4:70, 71; 5:2 4:58, 59
17 5.2c-5.3 5:8, 11, 13, 17 4:60-62, 63*, 67*
18 5.4 5:25, 29, 58 4:79-80*; 5:4*, 22-23
19 6-6.2 5:38, 42, 67; 6:1 5: 31-34, 47-54
20 6.3 6:6, 8, 10, 17 5:57*, 61-61, 63*; 6.5*
21 6.4a,b 6:27, 35 6:30, 31*, 35-36, 42
22 6.4c 6:39, 46 6:51, 58*, 60, 64*
23 6.5 6:52, 65, 75 6:68-69, 71-73
24 7-7.3 6:41, 70 6:81, 83, 86-87
25 TEST THROUGH SECTION 6.4
26 7.4-7.5 7:2, 7, 9, 11 6:88-101
27 7.6 7:13, 18, 22 7:3, 17
28 8-8.3b 7:24, 28, 30 7:29, 39, 42-44
29 8.3c-8.3e 7:32, 37; 8.1 7:49-50, 51*
30 — 7:47; 8:5, 6, 9 7:52-58
31 8.4a-c 8:14, 17, 24 8:12
32 8.4d-e 8:30, 37, 43 8:26, 32, 34*
33 — 8:45, 50 8:54, 57-59
34 8.5 8:53, 56, 69 8:62-68
35 — 8:61 8:74, 80
36 — 8:78, 83, 85 8:88-90
37 TEST THROUGH SECTION 8.4d
38 9-9.4 8:96, 97; 9:2 8:93-94*
39 9.5a 9:7, 11 9:9
40 9.5b-c 9:15 9:18*
41 9.6a-b 9:16 9:22-34
42 9.6c-d 9:33 9:35*, 37-38, 45-47
43 — 9:50 9:51, 57-61, 64-65
44 — 9:55 9:67-70
45 — 9:66

x
 SAMPLE RESPONSES TO A CREATIVITY EXERCISE

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. Some students found their way to Perry’s Handbook and took ideas from there, which was
perfectly acceptable; many were more inventive, and submitted a wide variety of clever, ingenious,
and humorous responses. 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.

Exercise

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). 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. (Example: insert a small salmon in the pipe, suspend a lure irresistible to
salmon upstream of the insertion point, and time how long it takes the fish to traverse a measured
section of the pipe.) You will get 1 point for every 5 techniques you think of (no fractional points
awarded), up to a maximum of 10 points. Note, however: 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.

Responses

1. Pitot tube.

2. Hot-wire or hot-film anemometer

3. Pass effluent through a venturi meter or orifice meter or nozzle meter or rotameter or ... (no
credit for simply naming the meter if it can’t be easily inserted in the pipeline).

4. Pass effluent into a weir, measure height in notch.

5. Inject dye, measure time for it to traverse a known length.

6. Insert a solid object (such as a balloon, a bucket, a cork, a marble, a bar of Ivory soap, or the 311
book), measure 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
rate of rotation of the spool).

7. Insert a series of solid objects, measure rate at which they pass a point (or frequency of collisions
with the pipe wall, or rate of collection on a filter).

xi
8. Inject dye at fixed rate, shine light on the pipe, measure light absorbance downstream (or angle
of refraction or turbidity, or put a sunbather under the pipe and measure his rate of tanning).

9. Measure the energy being consumed by the pump being used to move the fluid.

10. 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).

11. Collect effluent (or a sidestream), measure 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).

12. Direct effluent into a container of salt, see how much dissolves.

13. Direct effluent against a raft in a pond, measure its velocity.

14. Discharge effluent horizontally, letting it fall through a known height, and measure its horizontal
displacement.

15. Discharge effluent horizontally, and measure the force it exerts on a plate.

16. Discharge effluent (or a sidestream) upward, measure height of fountain (or suspend a ping pong
ball at the top, and measure its height)

17. Discharge effluent downward from a flexible hose, and measure height of nozzle above the
ground.

18. Let fluid fill a balloon (or a water bed), measure time required for explosion, or volume increase
in a known time interval.

19. Insert a U-tube at each of two points in the line, use as a manometer (either straight pipe between
points or insert an obstacle to flow, like an orifice or a solid object).

20. Insert paddle wheel (or a water wheel at the outlet), measure rotational speed.

21. Insert propeller, measure rotational speed by counting or automatically.

22. Insert turbine-generator, measure work output (or intensity of light attached to generator).

23. Suspend solid object on a string, measure angle made by string with vertical (or horizontal
displacement of object, or rotation of a lever arm, or angle at which your hand is bent back).

24. Drop in an object denser than the fluid, measure horizontal distance traversed before hitting the
bottom of the channel.

25. Inject from below an object lighter than the fluid (e.g. a bubble), measure horizontal distance
traversed before hitting the top of the channel.

xii
26. Inject from below an object heavier than the fluid, measure its horizontal displacement (or
follow its trajectory using stop-motion photography).

27. Put a flexible fiber (or membrane or easily deformed plate) in the path of the flow, measure its
distension in flow direction, or thickness at which flow is sufficient to break it.

28. Pluck a guitar string in the flow, time its period of vibration.

29. Attach tape to the wall, time its unraveling.

30. Feed effluent into a centrifugal pump or a lobbed-impeller flowmeter, measure rotational speed.

31. Measure height of fluid in a vertical standpipe coming from the top of the pipe.

32. Determine time required for effluent to sink a ship (or to flood out the football coach’s house,
hopefully with some of his players in it).

33. Determine time required for effluent to float a duck out of a well of known depth (or to float an
object of known weight and displacement).

34. Insert a solid object (e.g. a snowball, or a tootsie pop, or Alka Seltzer, or the Wicked Witch of
the West), determine time required to dissolve it (or wear it away, or wash the paint off it).

35. Insert an absorbing object, measure its rate of fluid uptake.

36. Insert solid objects of different sizes, find the one such that the drag force is just sufficient to
initiate motion (or measure rate at which a given object is dragged along the pipe).

37. Measure vibration intensity or amplitude of tube (or noise level, or sound of a bell clapper),
either naturally occurring or after the pipe is struck.

38. Insert an iron bar, measure rate of corrosion.

39. Propel a bullet (or an arrow, or a torpedo, or Nolan Ryan’s fastball) into the pipe outlet, measure
distance it travels before stopping.

40. Determine velocity of immersed submarine moving against (or with) the flow (or Mark Spitz, or
a trout approaching a lure, or a seal approaching food, or a squirrel approaching an acorn, or a
hungry dog approaching a dead rabbit, or a snake approaching a mouse, or a sailor approaching a
mermaid, or a horny male frog approaching erotic pictures of female dancing frogs, or a 311
student after this test approaching free beer).

41. Measure vibrational speed of a trout’s tail swimming against the flow and remaining stationary
(or the rate of flapping of a piece of cloth or the rate of wobble of a nutating disk or the
magnitude of noise generated by “chatterbox” lure).

42. Insert balloon (or piston-fitted cylinder with piston facing upstream, or closed tube with flexible
diaphragm covering opening), measure final gas pressure (or rate of pressure increase or rate of
motion of piston or intensity of whistle if piston drives gas through it).

xiii
43. Insert solid object, measure force required to hold it still (or extension or compression of a spring
or elastic band, or put the object against razor blade and see how long it takes for the blade to
split it).

44. Insert a solid object, determine distance required for downstream wake to disappear.

45. Put in plug, measure force required to hold it in (or distance it travels when it is ejected).

46. Measure the shear force on the pipe wall (with or without a bend in the line), or the extension of
the pipe length due to shear.

47. Measure the rate of heat generation or temperature rise due to friction in the pipeline.

48. Measure rate at which air is drawn through a Buchner funnel (or pitch or intensity at which it is
drawn through a whistle) by the suction created by the flowing fluid.

49. Add heat, measure temperature rise (or rate of evaporation).

50. Insert a hot object, measure its rate of cooling (or a cold object, and measure its rate of heating).

51. Cool, measure temperature drop (or rate of freezing).

52. Pass effluent through a heat exchanger, measure rate of heat transfer.

53. Add an acid or base at a known rate, measure pH downstream or determine amount needed to
change litmus paper color (or add salt and measure change in electrical conductivity, or add a
radioisotope and measure change in activity, or add a phosphorescent substance and measure
luminescence, or add any chemical and measure its concentration by any means).

54. Add sugar at a known rate, measure rate of formation of rock candy downstream.

55. Add a second liquid of different density, measure resulting density change (or add an immiscible
liquid, measure its rate of passage).

56. Add a reactant, determine amount needed to react completely with the fluid (or with another
reactant on a permeable membrane in the flow channel, or inject chlorine ions and measure the
rate of electroplating on a silver electrode).

57. Get a technician to drink the effluent, measure his weight gain after a fixed time (or the time
required for his mouth to fill up, or the time required to drown a rat).

58. Add alcohol (or poison, or salt, or Kool-Aid mix) to the fluid at a known rate, have a technician
drink it (or do it yourself), and determine the time required to feel the effects.

59. Immerse pipe outlet in water, find the depth at which the hydrostatic head is just sufficient to
stop the flow.

60. Insert air tube facing upstream, determine pressure needed to initiate bubbling.

61. Place pipe in wind tunnel, find wind velocity just adequate to stop the flow.

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62. If pipe is only partially filled, put in sailboat, measure wind force needed to hold it stationary.

63. Put another pipe against outlet, find flow in second pipe that just neutralizes unknown flow.

64. Send sound wave through, time passage over known distance (or use Doppler meter, or time
passage of an electrical impulse or a light wave).

65. Put bacteria in line, determine reproduction rate.

66. Put algae in pipe, measure change in COD.

67. Put a spawning fish in the line, measure how far the eggs travel in a given time interval.

68. Measure how long it takes for the effluent to put out a fire of a given size.

69. Pass the fluid spirally into a funnel, measure how long it takes for a drop of dye to disappear.

70. If the fluid is combustible, burn it in a combustion engine and measure the rate of power output.

71. Determine how long you can hold your breath, then jump in and see how far you travel before
you have to breathe (or see if an animal can make it out of the pipe before drowning).

72. Add effluent to bubble bath, measure extent of generation of bubbles.

73. Insert a fish with a monitor in its heart, time how long it takes him to die. (Must kill a lot of fish
to calibrate-don’t tell “Save the Whales.”)

74. Count rate of passage of molecules.

75. Insert a monkey who can insert pegs in holes at a known rate, and count the number of pegs
inserted over a known distance.

76. Install a Japanese flowmeter equipped with lots of flashing lights.

77. Correlate the velocity with the rate at which the student pulls out his hair during the experiment.

78. Hire someone to do it.

79. Break into the pipeline company’s office and steal the flow rate records.

80. Look it up in the Enquirer flow rate tables.

81. Fill a balloon, throw it at your boss, and correlate his anger with the flow rate. (?)

82. Ask your local psychic.

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 TRANSPARENCY MASTERS

The following pages contain oversized renderings of illustrations taken from the text.
The illustration numbers are listed below with their text page numbers.
You are granted permission to have these illustrations reproduced as transparencies for
your own use in conjunction with the textbook, Felder and Rousseau: ELEMENTARY
PRINCIPLES OF CHEMICAL PROCESSES, 3rd Edition, John Wiley & Sons. Resale is
expressly prohibited.
Transparencies may easily be prepared using either thermal copy (ThermoFax) or
electrostatic copy (Xerox) machines. See the operating manual for your particular copy
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Other illustrations in the book may also serve as transparency masters. For best results,
it may be necessary to enlarge the illustration to fill the sheet of copy film. Many
electrostatic copiers have this capability.

Figure Figure Text

Description Number Page

Compressibility charts 5.4-1 208

5.4-2 209
5.4-3 210
5.4-4 211
Cox vapor pressure chart 6.1-4 247
Psychrometric chart – SI units 8.4-1 382
Psychrometric chart – Am. Engr. units 8.4-2 383
Enthalpy conc. chart – H2SO4/H2O 8.5-1 396
Enthalpy conc. chart – NH3/H2O 8.5-2 400

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