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13 Dec 2019

Not a mathematical problem, but I need help understandind these.

1) What situations have you encountered with a rate determining step? You may want to include several examples to be able to choose from below

2) Now, can you think of a rate determining process example that has a fast forward and backward process before it?

3) Describe the fast forward process that would occur before your rate determining step

4) Describe the fast backward process that occurs before your rate determining step

5) Describe the fast non rate determining process that occurs after the rate limiting step in your analysis

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17 Dec 2019

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Chemistry Help: Very Bottom of Page are the questions and thedata is above the Data Analysis Questions #1 #2 #3 #4 ? Help pleaseshow work so I could understand how you solved the questions.

Learning objectives To gain an understanding of how to derive mathematical models to describe the operation of batch, semi-batch and continuous flow reactors. To gain an understanding of how to use mathematical models, by employing a numerical method, to find the performance characteristics of chemical reactors such as the product distribution. Skills outcomes Ability to analyse modes of process operation of chemical reactors. Ability to solve problems related to reactor design and employ appropriate numerical techniques to perform quantitative analysis of reactor performance. Assignment Description Consider the batch process shown in Figure 1: a stirred tank (CSTR-100) is connected in series with a reactor (CRV 100) containing a mass per unit volume, W, of solid catalyst. The reactants and products of the reaction process are all liquids which are circulated via a pump (P-100), There is no feed to this closed-loop system and no product is withdrawn. No chemical reaction process occurs in the absence of catalyst hence none occurs in the stirred tank. Assume that initially the tank and reactor contain only reagent A You may also assume: the tank and the reactor are instantaneously well mixed, there is no change in fluid density accompanying the reaction process. the volume of the liquid in the connecting pipe work may be neglected, there is no resistance to mass transfer in the reactor (at the interface between the solid-catalyst particles and the liquid), Figure 1 schematic diagram of units in the batch process The reaction scheme is A notequalto B rightarrow C The first reaction is first order with respect to A in the forward direction, with rate constant, k_u and first order with respect to B in the reverse direction with rate constant, k_lb The second reaction is irreversible and first order with respect to B with rate constant k_a For a solid-catalysed process an appropriate batch-reactor performance equation for reagent A is I/C_A0 = V/W integral_0^XA dX_A/-r_A^r Here, t is elapsed time, C_sa is the initial concentration of reagent A V is the volume of liquid in the reactor, X_a is the fractional conversion of reagent A and r_A^r is the rate of appearance by chemical reaction of reagent A in moles per unit mass of solid-catalyst per unit time. What are the units of the rate constants The volume of the stirred tank is V_1 and the volume of the void-space in the reactor is V_2. By performing a material balance derive performance equations describing the time dependence of the concentration of reagent A and products Band C in the stirred tank. Explain the meaning of any terms you introduce Similarly derive performance equations describing the time dependence of the concentration of reagent A and products Band C in the reactor. Explain the meaning of any terms you introduce Using the performance equations you have derived in parts and investigate how the distribution of products the tank and in the reactor varies with time depending on la the ratio where q is the volumetric flow rate, the ratio the ratio and the ratio Assume that is constant, 1 mole/litre, and that v_2 and w are constant. In your assignment report you must provide the evidence on which you have based your investigation and hence your conclusions. This includes output from any numerical approach you use to solve the performance equations such as the Euler method implemented in an Excel spreadsheet, You must decide on an appropriate range of ratio values to use for (d and then justify the values you have selected in your write-up. You should mot write more than 2500 words for part excluding table captions and figure captions. Provide a brief summary to your report

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Stoichiometry is traditionally a topic that is covered in each of the different levels at Argo Community High School (Argo). While the Honors Chemistry and Advanced Placement (AP) Chemistry courses stress a mathematical approach to mass and mole relationships, the Regular Chemistry course typically receives a lighter, scaled back approach due to a lower level of math skill and achievement. In Birdâs âStoichiometric Calculations Using Equivalent Molar Expressionsâ, the argument is made for a different mathematical approach using equivalent molar expressions instead of the standard unit or dimensional analysis method (2006). While this method does have some unique benefits for all students it would be difficult to implement completely at all levels of chemistry at Argo. One of the best aspects of using âequivalent molar expressionsâ is it shows the importance of the relationship of a balanced equation to the reacting moles (Bird, 2016). Students at Argo currently have two paths into Chemistry; a traditional biology first sequence and a nontraditional physics first sequence. The teachers in the freshman physics first sequence stress dimensional analysis throughout the course. For Sophomore Honors and AP Chemistry students stoichiometry occurs early in the semester and is continued throughout the school year. Although students have had at least one previous year using dimensional analysis, their proficiency in using dimensional analysis determines the studentsâ success or failure with stoichiometry. Students often rely on rote methods to arrive at a final answer but cannot always explain the value they calculated. Using the molar expressions method, each equivalent mole of reactant or product is determined by using the relationship of the coefficient to the starting or ending moles in the reaction. Through this method the students can see that the moles are equivalent and interchangeable, thus making a stronger connection to a particle approach to stoichiometry. Instead of a rote method of a series of dimensional analysis problems the student can quickly and easily determine the moles or other quantity desired in a balanced equation. Another positive aspect of the molar expression method is its flexibility in use with various topics. This method, combined with an ICE/BCA table (Initial, Change, End or Before, Change, After) approach, can be used to quickly inform the student of how much excess remains, how much product is formed, and what is present in the reaction vessel at the end of a reaction (May, 2017). Students in Honors and AP Chemistry at Argo struggle with determining the amount of excess reactant that remains at the end of a reaction. Various wrong methods to determine excess remaining are applied as it is a different calculation than their rote processes previously developed. Using molar expressions, combined with an ICE/BCA table, students can quickly see the amount remaining and will more accurately understand the process of the limiting reactants and the reaction itself. The students can also see that at the end there are some reactants and products remaining. Combining molar expressions with an ICE/BCA table has an added benefit of introducing ICE tables earlier in the curriculum. Although using equivalent moles can simplify stoichiometry calculations while also clarifying many mathematical misconceptions, the worst argument is the inclusion of the actual molar expression to the calculations as it is an unnecessary addition and one that would be detrimental to understanding the stoichiometry of the reaction. When students see a myriad of equations for the numerator they either quickly look for a method to memorize all of these diverse equations or simply assume it is too complicated to understand. If instead the mole was used and equivalent moles was determined instead of equivalent molar expressions, the work would become less clouded with variables. High School students may lose vigor when confronted with such a problem. Instead the students should rely on their ability to convert into moles by using molarity, the ideal gas law, or simply grams to moles, and then use equivalent moles, the process of stoichiometry can be kept separate from the method of determining moles in various ways. Using equivalent molar expressions, or just equivalent moles as I have argued, a connection can be made to both Extreme Whoosh Bottle Trio and Big Time Ethyl Alcohol Explosion videos provided by Flinn (Bracken, Dombrink, & Long, 2017; Marek, 2017). To make the demonstrations quantitative you could simply measure the amount of water generated in each demonstration. The Extreme Whoosh Bottle Trio lends itself particularly to a quantitative treatment as three different concentrations of alcohol were used. By determining the amount of water that should be generated by the 70% isopropyl solution and then comparing it to the amount of water that is actually generated, students can quickly see the application of stoichiometry as well as the use of equivalent molar expressions. The same treatement can be applied to the pure ethanol as well as the 95% isopropyl, allowing several examples as either an introduction or a summation set of demonstrations. The general idea of the equivalent molar expressions is applicable and should be used in all classes at Argo, with some modification (Bird, 2016). While the AP and Honors Chemistry students can definitely use the molar expression within the ICE/BCA table described within this paper, I have argued that the students will find it simpler without the molar expression, instead just using moles in the expression. But it would be advantageous to use molar expressions at the end of the year as a mathematical summation of several topics including percent composition, molarity, and ideal gases. However, the Regular Chemistry students would see no benefit of including molar expressions into the ICE/BCA table. The complexity of several different possible numerators would prove to be too cumbersome. Instead, it would be more appropriate to implement equivalent moles in those classes.

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