Students must submit answers to 3 questions from an assignment on thermofluid properties and phase changes for a class by January 12, 2024. Question 1 involves explaining the relationship between phase change and energy, describing how to measure energy during vaporization, and discussing two examples of phase changes in daily life. Question 2 requires determining flow properties of carbon dioxide entering and exiting a pipe using ideal gas and compressibility chart methods. Question 3 examines why high-pressure cookers accelerate cooking compared to open containers, using property table data.
Students must submit answers to 3 questions from an assignment on thermofluid properties and phase changes for a class by January 12, 2024. Question 1 involves explaining the relationship between phase change and energy, describing how to measure energy during vaporization, and discussing two examples of phase changes in daily life. Question 2 requires determining flow properties of carbon dioxide entering and exiting a pipe using ideal gas and compressibility chart methods. Question 3 examines why high-pressure cookers accelerate cooking compared to open containers, using property table data.
Students must submit answers to 3 questions from an assignment on thermofluid properties and phase changes for a class by January 12, 2024. Question 1 involves explaining the relationship between phase change and energy, describing how to measure energy during vaporization, and discussing two examples of phase changes in daily life. Question 2 requires determining flow properties of carbon dioxide entering and exiting a pipe using ideal gas and compressibility chart methods. Question 3 examines why high-pressure cookers accelerate cooking compared to open containers, using property table data.
Students must submit answers to 3 questions from an assignment on thermofluid properties and phase changes for a class by January 12, 2024. Question 1 involves explaining the relationship between phase change and energy, describing how to measure energy during vaporization, and discussing two examples of phase changes in daily life. Question 2 requires determining flow properties of carbon dioxide entering and exiting a pipe using ideal gas and compressibility chart methods. Question 3 examines why high-pressure cookers accelerate cooking compared to open containers, using property table data.
Please answer all the questions and submit the answer by uploading the PDF file into the link provided in the e-learning website by 12 January 2024. Question 1 Answer the following questions with regards to phase change of pure substances: a) Explain how is the phase change related to energy? (10 marks) b) Based on what you have studied, describe how to measure the energy involved during the phase change process and what is the term used? (use the phase change during the vaporization process as an example). (10 marks) c) By stating two examples of natural phenomena, explain the benefit and implication of this phase change in our day-to-day life. (20 marks) Question 2 Carbon dioxide gas enters a pipe at 3 MPa and 500 K at a rate of 2 kg/s. CO2 is cooled at constant pressure as it flows in the pipe and the temperature of CO2 drops to 450 K at the exit. Determine the volume flow rate and the density of carbon dioxide at the inlet and the volume flow rate at the exit of the pipe using: a) the ideal-gas equation b) the generalized compressibility chart. Also, determine the error involved in the first case. (30 marks) Question 3 Most pressure cookers have a cooking (operating) pressure setting between 0.8–1 bar (80 kPa – 103 kPa) (gauge). The standard cooking pressure of 103 kPa gauge was determined by the United States Department of Agriculture in 1917. With the help of data from the property table, explain the reason behind the use of high-pressure cooker to accelerate coking process as opposed to cooking in an open container. (30 marks)