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Q1:4 In a unit where grain is steeped, sulfur dioxide is added directly to grain and water. Operators have long complained about sulfur dioxide fumes, citing runny noses, teary eyes, coughing, and headaches. The concentration has been checked many times and has always measured lower than OSHA specifications. Management's stance has always been, "Don't spend money to fix something if it isn't broken." A few employees have quit, citing allergies and other medical problems. Operators in the area have requested an engi- neering study to remedy the situation. Chris is given the job of investigating whether the exhaust fan should be replaced with an expensive ventilation system. What are Chris's obli- gations? Can they all be met? What creative strategies can you suggest to Chris to deal with this situation? Suchel Look un this article, and Maximum points: 100 Submit an MS Word .docx document via Canvas Margins 0.75 inch on all sides, 12 point font, Times New Roman throughout, 1.5 line spacing for text. Use expressions and definitions introduced in the Ethics chapter in your writing if appropriate. Chris's obligations: List at least five obligations. Under each obligation write at least two sentences regarding why he can likely meet this obligation or not. Creative strategies: List at least two creative strategies to deal with the situation. Write at least three sentences discussing each strategy. Rubrik: followed the format, no spelling errors, no style "Normal" present in the document: 25 points Obligations: 5 points each obligation, 25 points total Strategies: 25 points each strategy If more Obligations and/or Strategies beyond the requirement above are offered then this can be used to make up for points missed elsewhere, with the same amount of points per item as described above.See Answer
Q2:(2) Multi-Unit, Multi-Reaction Process (50 pts) The diagram below shows a process to produce a product E from A and B. In addition to the information labeled on the diagram, it is known that the recycle stream to Reactor P (stream 6) has the molar ratio of A to B equal to 1:9. You are asked to find (1) the split ratio of the recycle to purge flow and (2) the overall fractional conversion of A. Follow the general protocol to: organize the information (label the diagram, write aux. equations, write goals) (10 pts) analyze the problem (clearly state a solution strategy based on DOF analysis without solving the entire process, use the DOF tables below if needed) (30 pts) solve for the goals (pick a basis or convert units if necessary, write relevant material balances and solve). Suggestion: do the algebra until you finish everything else (10 pts) a) b) c) nA.I B.1 P1: A + B → 2C P2: A + 2B → 3D Reactor P nĄ.6 nB.6 n ₁.2 ńc,2 np.² Q: 2C + D -> E Reactor Q ń ₁,3 Reactor R n D. 3 n. 3 = 18 lbmol/s R: D + E 4B Splitter nA, 5 = 4 lbmol/s np. 5 nE.S n₁.4 np.4 ńE, 4/nDOF IstrV IsysV Variables SF SC AUX AUX MBs DOF If I had solved (unit/system): the we would get a new DOF for: IstrV IsysV Variables SF SC Specified syst. vars. MBS NEW DOF >>> P Q (which unit/system) After solving the above unit/system, Spltr R has DOF = 0 and can be solved to determine After solving the above unit/system, Strategy to solve for the goals (you may not need all lines below): Process has updated DOF = 0 and can be solved to determine 1/0 (which variables) has updated DOF = 0 and can be solved to determineSee Answer
Q3:(2) Multi-Unit, Multi-Reaction Process (50 pts) The diagram below shows a process to produce a product E from A and B. In addition to the information labeled on the diagram, it is known that the recycle stream to Reactor P (stream 6) has the molar ratio of A to B equal to 1:9. You are asked to find (1) the split ratio of the recycle to purge flow and (2) the overall fractional conversion of A. Follow the general protocol to: organize the information (label the diagram, write aux. equations, write goals) (10 pts) analyze the problem (clearly state a solution strategy based on DOF analysis without solving the entire process, use the DOF tables below if needed) (30 pts) solve for the goals (pick a basis or convert units if necessary, write relevant material balances and solve). Suggestion: do the algebra until you finish everything else (10 pts) nĄ.4 a) b) c) n₁.1 B.1 P1: A+B → 2C P2: A + 2B → 3D Reactor P n₁.6 ńB.6 ń₁.2 nc.2 np. 2 Q: 2C + D → E Reactor Q n₁,3 ńD. 3 ŻE.3 R: D+E 4B Reactor R = 18 lbmol/s Splitter n₁,5 = 4 lbmol/s np. 5 ŻE.5 np.4 nE.4/nDOF IstrV IsysV Variables SF SC AUX AUX MBS DOF If I had solved (unit/system): the we would get a new DOF for: IstrV IsysV Variables SF SC Specified syst. vars. MBS NEW DOF → P Q (which unit/system) After solving the above unit/system, Spltr R has DOF = 0 and can be solved to determine After solving the above unit/system, Strategy to solve for the goals (you may not need all lines below): Process has updated DOF = 0 and can be solved to determine I/O (which variables) has updated DOF = 0 and can be solved to determineSee Answer
Q4:(3) Chemical Equilibrium (30 pts) 1 mol/s of a species A is fed into a continuous gas phase reactor. The following two fast equilibrium reactions take place in the reactor, which operates at 298 K and a pressure P: A B + C + D Ka,R1 = 0.375 atm² A+B= E + C Ka, R2 = 3 The output of the reactor is assumed to be at equilibrium. The selectivity of the desired product D with respect to the undesired product E (SD/E) is 2:1. Organize (a) (b) Analyze (c) Solve R1: (d) (e) R2: Draw a process flow diagram and label all stream and system variables. (4 pts) Write down three auxiliary equations in terms of the variables you wrote down in your process flow diagram only. (6 pts) Perform DOF analysis using the table on the right (3 pts) Reactor IstrV " IsysV #Vars SF+SC Specified System vars. AUX MB DOF Write down all material balances, including the total material balance. (12 pts) Solve to determine the fractional selectivity for the formation of D from A (3 pts) (f) Determine the reactor pressure P (2 pts)See Answer
Q5: PART A: Gas releases and flammability diagram 1. Draw the flammability diagram of carbon monoxide (CO): Your graph must clearly show the: The air line and the stoichiometric line; • The LFL, UFL, LOC, LFL in O₂ and UFL in O₂; The flammable region; Flammability Data for CO 12.5% LFL UFL LFL in O₂ UFL in O₂ LOC 74.0% 15.5% 94.0% 5.5% 100% Oxygen 90% 80% 0% 70% 60% %OT 50% 40% 20% 30% 20% 30% 10% 0% 40% 100% 50% 90% Nitrogen 80% 70% %09 €60% 50% 70% 40% Carbon Monoxide 30% %08 20% %06 10% /5 .0% 100% PART B: HAZOP Study on a Acrolein Tank 974, ACROTANK, Marseille, Fos sur mer, France A risk assessment is being performed by your Process Safety team on a tank containing liquid acrolein in a tank farm. Your team has done a pretty good job under the Process Knowledge Management Element of your PSM system and has prepared the technical document TANK974-TECHDOC (Version 1). ATEXAS A&M UNIVERSITY GATAR CHEMICAL ENGINEERING Your team chose to use the HAZOP technique to identify the hazards and evaluate the risks of the identified scenarios. You can find the HAZOP document in Table 1 that was started by your team. This table is incomplete and needs your input. The scenarios identified by your team mainly involve the catastrophic rupture acrolein tank 974 which would lead to the entire inventory of acrolein to spill into the bund. This would form a pool of acrolein that would vaporize and form a vapor cloud. The plant is nearby a residential area. The emergency response team indicated that they need at least 1 hour to evacuate people in the residential area in case of release of acrolein. The following questions are designed for you to evaluate the consequences of such scenario, complete the HAZOP table and propose risk reduction measures if needed. The results of the HAZOP study will be conveyed to higher leadership who will make the necessary to ensure the safety of the operations following your recommendations. ACROTANK counts on you and your expertise. 1. Is the bund big enough to hold the spilled liquid in case of catastrophic rupture acrolein tank 974? Demonstrate your answer. /2 2. Leaking pipe in a pressurized process unit (Figure 1) Case A Process unit at 3 bara Gas at 10 bara se A: Will the gas release flow be choked? tify your answer Gas leak ill the gas flow be higher than case A? answer Case B Process unit at 1.5 bara Figure 1: Leaking pipe located into a pressurized process unit (choking pressure ratio is 0.5) Gas at 10 bara W Gas leak 12 AM od 10 bara Figure 1: Leaking pipe located into a pressurized process unit (choking pressure ratio is 0.5) Case A: Will the gas release flow be choked? Justify your answer an Case B: Will the gas flow be higher than case A? Custify your answer Gas at 10 bara Gas SPRING 2022-CHEN 455 Final Exam AM 2. How long will it take for the pool of acrolein to fully vaporize? Demonstrate your answer. Note: you can use a simple approach by ignoring the wind effect on the vaporization rate. TEXAS A&M UNIVERSITY at QATAR CHEMICAL ENGINEERING /6See Answer
Q6:Format of the submission: Avoid the use of lots of text and prefer graphical forms of communication that provide rich information in a minimum amount of space (do include some text as Turnitin needs at least 20 words). This applies to the presentation of background information, evidence of a trade-off, explanation of the trade-off, and suggestions. The marking scheme encourages infographics types of submission rather than text-heavy posters. If needs be, insert sound objects or videos to provide further information. This is preferable to typing a long paragraph. The submission should be as a poster and/or Powerpoint/Google Sheet presentation. You can use any software but make sure that your final submission is compatible with formats accepted by Moodle and Turnitin, and remember the requirements to have at 20 words for Turnitin./nInstructions: This coursework is individual. The purpose of this assessment is to demonstrate your attainment of learning outcome 1: Critically analyse global sustainability issues and national and international responses by taking a broad view of sustainability that incorporates security and inclusivity. For this assignment, you should identify one (or several) topic(s), related to engineering, that you believe is controversial from a sustainability perspective. Using the graphical approach used to draw causal chains in the social sustainability lecture, draw an illustration showing the trade-offs that are taking place. In this piece of coursework, you should provide at least one example of: • An economic-environmental trade-off (trade off type 5 in the figure below) • An economic-social trade-off (trade off type 4; including security and inclusivity) • An inter-generational trade-off (1, 2, or 3 in the figure below). Bey Sty T Sy S TOTO Tude P Eco (0) Eco Soc Env Soc (4) (10) Eco (13) →→Soc →→→→→Soc Env ifj Soc Env Eco Env Env Soc Eco Env Env 20 (8 (M) Env → Eco Eco 13) Eco Soc Em Eco Eco Env Soc (9) (12) Eco Soc Soc Em Soc T Em Eco Soc (Example)See Answer
Q7:7. Write out the balanced equation for the complete combustion of polymethyl methacrylate (PMMA) C5O₂H8. The determine how much carbon dioxide is produced when 650 g of PMMA is completely combusted. (3 Marks)See Answer
Q8:9. Estimate the calorific power of the flame above a burning methanol spillage, diameter of pool 4.5 m, mass burning rate is 42 g/(m²s). Net Heat of the combustion is 32.6 MJ/kg fuel, combustion efficiency is 0.80. (4 Marks)See Answer
Q9:1. Introduction Projects for engineering students give an edge over the race of recruitment to work hard to ensure a good career. In spite of employment practices in recent times, students are progressively taking up projects to pad up their skill-set. Engineering projects help students to learn and acquire practical knowledge. Despite of theory concept they acquire, various industries also need to know their capacity to complete projects using their specific initiatives. Thus, we recommend students to realize engineering projects in their four years of engineering and try to present as many white papers as possible. Students who give importance to their course projects are expected to learn how to: Work in teams including multidisciplinary teams Review various case studies of engineering applications based on the knowledge and skills acquired in the course work Evaluate different alternatives using multiple performance indicators and realistic constraints Recognition of the need and identifying opportunities: Every project begins with recognition that needs improvement. These needs may be obvious or hidden to be revealed by investigation, surveys or research. Definition of the real problem: It is a major task requires gathering information about the problem. 2. Project Description The primary objective of the project is to understand the environmental impacts of various energy systems through "Life Cycle Assessment (LCA)" as a tool to provide support for informed decision- making to stakeholders, policymakers, or industries. The project will be carried out in groups (3 members). Each group will be assigned a case study on future energy systems and the students will employ LCA to analyze the topic based on clear performance indicator. The students will deliver a presentation to discuss the topic in front of other students. Each group will select one project topic from a pool of following topics: 1. Perform a Life Cycle Assessment of 'Solar Energy Application' in Kuwait 2. Perform a Life Cycle Assessment of 'Solar Energy Application' in Europe 3. Perform a Life Cycle Assessment of 'Solar Energy Application' in GCC region 4. Perform a Life Cycle Assessment of 'Wind Energy Application' in Kuwait 5. Perform a Life Cycle Assessment of 'Wind Energy Application' in Europe 6. Perform a Life Cycle Assessment of 'Wind Energy Application' in GCC region 7. Perform a Life Cycle Assessment of Biomass Energy Application' in Europe 8. Perform a Life Cycle Assessment of 'Dairy Food Production and Distribution' in Kuwait 9. Perform a Life Cycle Assessment of 'Dairy Food Production and Distribution' in Europe 10. Perform a Life Cycle Assessment of 'Dairy Food Production and Distribution' in GCC region 11. Perform a Life Cycle Assessment of 'Municipal Solid Waste Management' in Kuwait/n12. Perform a Life Cycle Assessment of 'Municipal Solid Waste Management' in Europe 13. Perform a Life Cycle Assessment of 'Municipal Solid Waste Management' in GCC region Use the following points to address the Life cycle analysis in your project topic: 1. Explain the goals and scope definition of selected project topic by defining the boundaries and determining the scope of the LCA project. 2. Present the inventory analysis using data on major inputs, (e.g. raw materials, energy, water) and major outputs, (e.g. emissions, waste) associated with each life cycle stage. 3. Perform Life Cycle Impact Assessment using the environmental impacts of the inputs and outputs 4. Analyze the results of LCA to draw conclusions and make recommendations 5. Identify opportunities for reducing environmental impacts and enhancing sustainability Present your work in the form of an oral presentation. The presentations are to take place during the lecture time as follow: • 5 minutes presentation. • + 2-3 minutes Q&A during the class. 3. ABET Learning Outcome A student who successfully fulfills the course project requirements will have: • An ability to understand the design process of Life Cycle Assessment An ability to identify various stages of the life cycle where the most significant environmental impacts occur An ability to compare different products, processes, or systems to determine which alternative has lower environmental impacts • An ability to make informed decisions and provide insights to stakeholders, policymakers and industries An ability to propose strategies for minimizing environmental burdens and promote more sustainable practices Improve teamwork and communication skills. *SOS* [3] an ability to communicate effectively with a range of audiences [5] an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives [7] an ability to acquire and apply new knowledge as needed, using appropriate learningSee Answer
Q10:3. Process Hazard Identification 50% group 10 10 50% individual Major process hazards Prevention and mitigation measures Risk analysis of major identified hazardous events via e.g. fault tree analysis - based on safety critical equipment / facilities. Revised control strategy of major equipment based on Risk analysisSee Answer
Q11:QUESTION 2 1. Your quality control/quality assurance manager has requested your assistance in the testing and repair facility. One of the test procedures utilizes a radiation source that is emitting gamma radiation at a rate of 50 mrem/hour at a distance of 1 foot. This testing is done for approximately 2 hours per day, 2 days per week. The Occupational Safety and Health Administration (OSHA) has a PEL of 1.25 rem per quarter and 5 rem per year. a. Determine the employee's exposure for 1 year. b. Calculate the exposure rate if the employee was moved to a distance of 3 feet from the radiation source. c. Calculate the exposure rate of the employee if a 5 cm lead shield was installed between the source and the detector. The employee is working at a distance of 1 foot from the source. [u for lead, (662 keV gamma ray) = 1.23cm-¹] See Answer
Q12:QUESTION 3 1. A process involves the removal of oil and other liquid contaminants from metal parts using a heat- treat oven, which has a volume of 15,000 ft. The oven is free of solvent vapors. The ventilation rate of the oven is 2,100 cfm, and the safety factor (K) is 3. The solvent used in the process evaporates at a rate of 0.6 cfm (cubic feet per minute). The operator would like to know how long it would take the concentration to reach 425 ppm. See Answer
Q13:sponse QUESTION 4 1. There are several gas cylinders that are under pressure, which are located outside of the maintenance department. As the safety professional, you have been asked a couple of questions regarding this issue. Please provide the correct responses, and discuss your recommendations for any control measures. a. The volume of the gas cylinder is 25.7 liters and exerts a pressure of 670 mmHg. If part of the gas is used, the pressure drops to 595 mmHg. What would be the remaining volume of gas? b. One of the cylinder's content is under pressure at 1900 psi (per the gauge) at 70°F. As the day heats up because of the sun, the temperature increases to 105°F. What is the pressure at 105°F? See Answer
Q14:Need to complete the Risk Analysis for gas Condenser in hydrogen usage during Propylene polymerization See Answer
Q15: Calculate the relief load for the fire case - approximate the vessel wetted surface area by using a cylinder around the dished ends. Choose the most appropriate value for the mass influx case from the solvent tank and explain why heat input from the coil is NOT a relief case, with reasons. Calculate the relief valve area for the fire case (assume Kd (de-rated) for the relief valve =0.88) See Answer

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