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Fundamentals of Chemical Engineering Thermodynamics by Kevin D. Dahm and Donald P. Visco Jr. | PDF Free Download.
Kevin D. Dahm joined the Rowan University Chemical Engineering department in 1999 and was promoted from Associate Professor to Professor in 2013. He received his B.S. in Chemical Engineering from Worcester Polytechnic Institute in 1992 and his Ph.D.
in Chemical Engineering from Massachusetts Institute of Technology in 1998 He has published over 30 journal articles, many of which are in the area of engineering pedagogy, on topics such as instilling metacognition in engineering students, pedagogically sound uses for process simulation, and assessment of student learning.
He has received four national awards from the American Society for Engineering Education: the 2002 ASEE PIC-lll Award, the 2003 Joseph J. Martin Award, the 2004 Raymond Fashion Award, and the 2005 Corcoran Award.
In addition, he and his father Donald Dahm authored the book Interpreting Diffuse Reflectance and Transmittance: A Theoretical Introduction to Absorption Spectroscopy of Scattering Materials.
Prior to joining Rowan University, he was a postdoctoral researcher at UC Berkeley and an adjunct professor at North Carolina A&T State University.
Donald P. Visco, Jr. is the Associate Dean for Undergraduate Studies and a Professor of Chemical & Biomolecular Engineering in the College of Engineering at the University of Akron. He was previously employed at Tennessee Technological University.
Prof. Visco’s research work focuses on molecular design and thermodynamic modeling. He has won several awards for his research and educational activities, including both the Dept. of Energy PECASE and the ASEE National Outstanding Teaching Award. He has served as Chair of both the ASEE Chemical Engineering Division as well as the Education Division of AIChE.
Prof. Visco received both his B.S. and Ph. D. degrees in Chemical Engineering from the University at Buffalo, State University of New York.
Most likely, just about anyone who’s studied thermodynamics or taught it can relate to the above quote.
Though we were undergraduate students a generation ago, we still remember how we, and many of our classmates, perceived the subject of Chemical Engineering Thermodynamics when we first encountered it:
complex and abstract, with tons of different equations and terms like “entropy” and “fugacity” that were often hard to connect to anything that seemed real (not to mention the symbols, with an array of carats, overbars, subscripts, and superscripts).
As teachers of the subject, we can’t shy away from its complexity—we have to tackle it head-on. What we can do is frame the subject in ways that make it more accessible.
The range of thermodynamics concepts and the long lists of equations may always seem intimidating at first, but they needn’t seem arbitrary.
Our goal with this book is to provide a practical and relatable introduction for students who are encountering Chemical Engineering Thermodynamics for the first time.
This is an important distinction since several of the most popular books on the subject for this course have also been used at the graduate level as well.
By contrast, this book is truly aimed at providing the “fundamentals” of chemical engineering thermodynamics for the undergraduate student.
Once complete, the student will have the proper background for follow-on undergraduate courses that rely on a solid foundation in this field of study or for advanced courses in thermodynamics.
In an effort to provide this solid foundation in chemical engineering thermodynamics, we have incorporated several features into the book that are intended to make it more accessible to a wide variety of learners:
Each chapter begins with a “Motivational Example” that introduces the topic of the chapter and illustrates its importance.
This is intended to benefit all learners, but particularly global learners who require big picture insights to connect information, and technical learners who require a practical application for everything.
The book makes extensive use of examples in which the thought process behind the solution is explained, step-by-step, and the practical significance of the material is underscored. For some problems, an expanded version of the solution is available in the students’ electronic supplements.
We have made a big effort not to skip steps in the derivation of key concepts and fundamental equations, instead of taking an extra step or two such that the student (who is new to the field) can follow the approach.
The book makes extensive use of margin notes. These are intended to serve as a “voice over the reader’s shoulder” guiding them through the book. Placing these notes in the margins avoids interrupting the flow of the main text. The notes include three recurring themes:
Margin Notes: These should be interpreted as an aside to the reader, providing an interesting fact about the concept being presented or a quick digression on the scientist or engineer associated with the development of that concept.
Margin Notes: Pitfall Prevention: This special type of margin note calls out to the reader where, from our experience, common errors (both conceptual and from a calculation standpoint) will normally occur.
Margin Notes: Food for Thought: These are special points that the reader might consider in a deeper way related to the concept being presented.
Some are simpler while others are more challenging. The student supplemental materials include feedback on the Food for Thought questions.
Exercises and Problems
Each chapter ends with problems suitable for homework, which are divided into “Exercises” and “Problems.” The Exercises are very focused and comparatively short, and the answers are included in the students’ supplemental materials.
Each exercise will test the student’s ability to apply one specific concept or perform one specific type of calculation, and the student can obtain immediate feedback on whether he/she did it correctly. Problems are longer and require the synthesis of more concepts.
Solutions to problems are available to the instructor both electronically and in a printed solution manual. For many problems, the technology used to arrive at the solutions (such as an Excel sheet) is provided for the instructor.
Each chapter is organized to be helpful to students with a variety of learning styles.
The book comes with a number of additional resources for both students and instructors.
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