TEXT BOOK - GREEN ENGINEERING Environmentally Conscious Design of Chemical Processes by DAVID T.ALLEN AND DAVID R. SHONNARD.
CHAPTER 14 - Industrial Ecology by David T. Allen
(1) EOC 14-1. Use H2S and CO. Use the space below-at least 3 each column and one exchange.
Identify processes that produce and consume the following chemicals. Report your results in a form similar to Table 14.2-1. Can you identify potential networks of processes that could exchange these materials?
Ammonia
Hydrogen
(2) EOC 14-3. Repeat this case study - no two students should have the same city. Your city = ____(email me and I'll confirm choice or ask you to change)
In addition to the standard answer, include a potential new business that could be located there to aide in assisting one plant's waste to serve as another plant's feed. Use the space below.
The case studies presented in Section 14.3 highlighted the opportunities for co-locating refineries and power plants, cement kilns and steel mills. Use the information available in the Toxic Release Inventory (www.epa.gov/Tri/) to identify locations of refineries, power plants, steel mills and cement plants in your state. Are any co-located? Can you suggest other industries in your state that might be able to exchange materials or energy?
CHAPTER 13 - Life-Cycle Concepts, Product Stewardship and Green Engineering by Kirsten Sinclair Rosselot and David T. Allen
(3) EOC 13.1. We considered paper versus plastic as well as cloth versus disposable diapers. We added costs of moving water and solvents used (stored, etc). Do a complete analysis of 1(c), including the tables mentioned in the text - use at least 8 entries per item from the tables, and then the two we added in class. Attach the front page of all references used for data, and write the full reference on the page attached. Summarize on which is "greener", including recycling.
Summarize:
Work:
(From Allen, et al., 1992.) At the supermarket check stand, customers are asked to choose whether their purchases should be placed in unbleached paper grocery sacks or in poly-ethylene grocery sacks. Some consumers make their choice based on the perception of the relative environmental impacts of these two products. This problem will quantitatively examine life-cycle inventory data on the energy use and air emissions for these two products.
Life-cycle inventories for paper and polyethylene grocery sacks have resulted in the data given below, which will be used in comparing the two products. Assume that the functional unit to be used in this comparison is a defined volume of groceries to be transported, and that based on this functional unit, 2 plastic sacks are equivalent to one paper sack. The plastic and paper sacks weigh 7.5 and 61 grams, respectively.
Air Emissions and Energy Requirements for Paper and Polyethylene Grocery Sacks (Allen, et al., 1992).
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Life-cycle Stages
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Paper sack air Emissions (oz/sack)
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Plastic sack air Emissions (oz/sack)
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Paper sack energy req'd (Btu/sack)
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Plastic sack energy req'd (Btu/sack)
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Materials manufacture plus product manufacture plus product use
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0.0516
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0.0146
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905
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464
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Raw materials acquisition plus
product disposal
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0.0510
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0.0045
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724
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185
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Note: These data are based on past practices and may not be current.
a) Using the data in the table, determine the amount of energy required and the quantity of air pollutants released per plastic sack. Also determine the amount of energy required and the quantity of air pollutants released for the quantity of paper sacks capable of carrying the same volume of groceries as the plastic sack. Both the air emissions and the energy requirements are functions of the recycle rate, so perform your calculations at three recycle rates: 0%, 50% and 100% recycled. Note that a 50% recycle rate indicates that half of the sacks are disposed of and the other half are recycled after the product use stage of their life cycle.
b) Plot the energy requirements calculated in part a as a function of the recycle rate for both sacks. Do the same for the air emissions. Compare the energy requirements and air emissions of the sacks at different recycle rates.
c) Discuss the relative environmental impacts of the two products. Do the results allow for a comprehensive comparison?
d) The material and energy requirements of the plastic sacks are primarily derived from petroleum, a non-renewable resource. In contrast, the paper sacks rely on petroleum to only a limited extent and only for generating a small fraction of the manufacturing and transportation energy requirements. Compare the amount of petroleum required for the manufacture of two polyethylene sacks to the amount of energy necessary to provide 10% of the energy required in the manufacture of one paper sack. Assume 0% recycle and that 1.2 lb of petroleum is required to manufacture 1 lb of polyethylene. The higher heating value of petroleum is 20,000 BTU/lb.
e) In this problem, we have assumed that 2 plastic sacks are equivalent to one paper sack. Does the uncertainty in the equivalency between paper and plastic sacks affect any of your conclusions?
CHAPTER 12 - Environmental Cost Accounting by Kirsten Sinclair Rosselot and David T. Allen
(4) Repeat example 12.5-1 for a substance you have an equation for from reactor design, thermodynamics, or principles I and II. No two students should have the same reaction. There must be at least two raw materials and energy and water requirements (heating, cooling). Email me and I will return your email with an OK or ask you to change it. Send me the equation and required temperature and/or pressures.
Secondly, look up the cost of the components and make a simple cost analysis (ex 12.5-2) but include water and energy requirements.
Third, look up special handling or toxicity properties of your species and summarize liability as in ex 12.6-1.
Neatly, place work here.
CHAPTER 11 - Evaluating the Environmental Performance of a Flowsheet by David R. Shonnard
(5) In the space below, solve EOC 11.1
1. Ethanol as a Substitute Octane-Boosting Additive to Automobile Fuels. In response to requirements of the 1990 Clean Air Act Amendments, automobile fuels sold in some urban areas must contain 10% ethanol. The reasons for adding ethanol are 1) to reduce emissions of carbon monoxide from tail pipes, and 2) to boost the octane rating of the resulting fuel blend. The maximum incremental reactivity (MIR) values for ethanol and other potential octane boosters are provided below.
Ethanol 1.34
Toluene 2.70
Xylenes 7.10
Base Fuel 1.5
Calculate by what percentage the ozone-producing potential of an ethanol fuel blend (10% ethanol, 90% base fuel) is reduced compared to a fuel blend containing 10% toluene and 90% base fuel and another blend containing 10% xylenes and 90% base fuel, respectively. Use the provided MIR values in Appendix D, Table D-4 for this calculation and assume that the MIR of the blend is a summation of each components MIR weighted by its fraction in the blend. (For a comprehensive discussion of the use of ethanol as a fuel blending component, see National Research Council, "Ozone-forming Potential of Reformulated Gasoline," National Academy Press, Washington, D.C., 1999)
In the space below, make a Mackey-type spreadsheet similar to example 11.2-1 using these 4 substances. (make table 2-5 and 2-6).
(6) EOC 11-6. Attach work on separate sheet and summarize here:
For each absorber oil flow rate (0 and 100 kg-mole/hr):
Global warming index:
0
100
Smog Formation index:
0
100
Non-carcinogenic ingestion toxicity index:
0
100
Non-carcinogenic inhalation toxicity index:
0
100
Acid rain index:
0
100
Ozone depletion index:
0
100
Carbon Dioxide Emission Factors (Chapter 8). Confirm the CO2 emission factors listed in the text (Tables 8.3-5 and 8.3-6) for fuel oil and natural gas. As an approximation, assume that fuel oil is composed entirely of n-decane (C10H22) and that natural gas is 100% methane (CH4). Use the ideal gas law and standard conditions of 0oC and 1 atmosphere pressure for the natural gas calculation. The specific gravity of n-decane is 0.73. The reaction stoichiometries for the combustion reactions are:
C10H22 + 15½O2 → 10 CO2 + 11H2O
CH4 + 2O2 → CO2 + 2H2O
(7) Consider example 11.3-3. Rank cyclohexane, formaldehyde, acetone, naphthalene in tables (p389 and 390). Summarize.
(8) On page 358, perform mass balances on water and benzene. Use space below.
On page 354, summarize the meaning of table 10.4-2.
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Table 10.4-2 Estimates of Crude Unit Emissions and Waste Generation Before and After Pollution Prevention Alternatives are Implemented.
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Emission or Waste
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Without Additional Pollution
Prevention Measures
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With Additional Pollution
Prevention Measures
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:Air emissions, tons/yr
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Nitrogen oxides
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420
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170
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Carbon monoxide
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180
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170
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Volatile organic compounds
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180
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12
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Suspended particulate matter
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23
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21
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Sulfur dioxide
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3.3
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3.0
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Wastewater
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|
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Oil and grease, gal/day
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230
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120
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Total suspended solids, lb/day
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11,000
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7,500
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Biological oxygen demand, lb/day
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1,200
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Chemical oxygen demand, lb/day
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4,600
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4,600
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Ammonia
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570
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570
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Sulfides
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160
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130
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Phenol
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200
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200
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Hazardous waste, tons/day
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6.3
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0.5
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Nonhazardous wastes, tons/day
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none (mixed with hazardous)
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3.7
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Summarize in the spaces provided. Type and/or print neatly. If sketching, be neat and clear. Sign your name below to confirm that you did this test independently and did not discuss it with anyone. Use appendices.
Text Book -
https://www.dropbox.com/s/p7g9gshr0hvyral/TextBook.rar?dl=0