Tat Tyieta (1) v Superscripts Subscripts R Ss 1,2 uy shear stress at a pipe wall Ibf/in® shear stress at a solid surface Abf/in* yield stress for Bingham fluid Ibf/in® potential ft/s for fluid flow arbitrary function of time = (Sec. 16.2) stream function fr'ls angular|velocity rad/s sonic condition (Chap. 8) reservoir state in Chap. 8 isentropic condition (speed of sound) arbitrary states conditions before and after normal shock in Chap. 8 | noraTion xvii Pa Pa Pa m’/s for fluid flow m/s rad/s.PREFACE This book represents 4n introduction to fluid mechanics for engineering students in their third academic year. It is based on the belief that engineering consists of applying scientific knowledge to find real solutions for problems of practical importance, and that the best way for a student to learn engineering is by solving such problems (in simplified form) under the supervision of compe~- tent teachers. Every effort has been made to keep the presentation clear and simple, with enough detailed examples that the instructor can assign problems without previous class discussion. A student is more likely to ask a pertinent question on some topic after working on a problem on that topic than after the material is presented only in a lecture or as a reading. Throughout the text, emphasis is placed on the connection between physical reality and the mathematical models of reality, which we manipulate. The ultimate test of a eee solution is its ability to predict the results of future experiments./ Because a mathematically correct consequence of inapplicable assumptions is often simply wrong, the text occasionally offers intentionally wrong solutions to caution the student. Considerable attention is paid to the units of quantities in the equations because students usually have trouble with them, and because this reminds them that the symbols in our equations stand for real physical quantities. A separate chapter is devoted to the balance equation. One might think that this is such a simple, topic that it deserves only a few lines. However, it is a continual source of trouble to students. Furthermore, it is the most all- pervasive concept of chemical engineering, forming the basic mathematical framework for the application of the laws of thermodynamics, newtonian mechanics, stoichiometry, and for the study of chemically reacting systems. The energy balance approach to fiuid flow problems is developed before the momentum balance|is introduced. This leads to a very simple and logical development of Bernoulli’s equation and an intuitively satisfying treatment of fiuid friction. In the undergraduate program at the University of Utah, the xixXX PREFACE students study basic engineering thermodynamics before they are introduced to fiuid mechanics; thus, Chap. 4 is merely a review for them. Chapters 1 through 8 are the core of the book, covering all the basic ideas in fluid mechanics, and most of the problems are of interest to all chemical engineers. The last nine chapters introduce areas of fluid mechanics which are of great practical interest to some chemical engineers, which are not covered in an introductory course, for want of time. These chapters, which can be assigned as supplementary reading, or covered briefly in class, introduce students to the terminology and basic ideas of these fields and help them read related matters in the current literature. In our introductory course I spend one meeting each on Chaps. 9, 10, 11 and 13. In revising the 1970 text, 1 have tried to take into account two major changes that have occurred in engineering since 1970. The first is the radical alteration of the teaching and practice of engineering caused by the spectacular increase in power and simultaneous decrease in cost of computers. As a result, many shortcut, approximate, and rule-of-thumb approaches are no longer needed because computers can provide rigorous or semirigorous solutions quickly and cheaply. The second change is the major commitment made by the engineering profession to switch to SI units, and the strong encouragement of engineering educators to aid in this conversion by teaching mostly or exclusive- ly in SI units. Computers do not make hand calculations unnecessary. No new or unfamiliar computer solution should be believed until manual plausibility checks have shown that the computer is indeed solving the problem we think it is solving and that its solution is physically reasonable. Furthermore, simply plugging values into available computer packages does not build physical insight, which is one of the most important tools of the successful engineer. Thus I believe that good pedagogy begins with hand solutions of simplified versions of the real problem, which build physical insight and some under- standing of physical magnitudes, followed by computer solutions which can relax the simplifications and cover a wider variety of conditions, followed by manual plausibility checks on the computer solutions. I have tried to show this in the revised text. After an initial rush of enthusiasm for SI, engineering educators seem to be deciding that the English system of units is not likely to vanish overnight. For this reason our students must become like educated Europeans, who speak more than one language fluently and can read and understand one or two additional languages. Our students must be fluent in SI and in the English system of units and must understand traditional metric and cgs, and be able to read and understand texts using the slug and the poundal. This second edition has a long discussion of these vatious systems of units; examples are presented in both SI and English units. This is unlikely to please purists of any persuasion, but it probably serves our students as well as any other approach and better than some. |We PREFACE —XXi My goal remains, as in the first edition, to present a text which average chemical engineering juniors can read and understand and from which they can attack a variety of meaningful problems. I have tried to help the student develop physical insight into the processes of fluid mechanics and develop the understanding that the equations on these pages truly describe what nature does. I have tried to choose examples from the students’ own experiences, or which relate to things students can observe in their everyday lives. The home is a wonderful place to observe the principles of chemical engineering; good teachers help students interpret what they see in the home in terms of chemical engineering principles. I thank the many secretaries who worked on the numerous drafts of the first edition—particularly Mrs. Diana Jennings Woodside. I also thank Anne Simmons and Heather Romney, who transcribed the first edition into com- puter-readable form for ithe second edition. I am also indebted to the many faculty and students who used the first edition and provided me with helpful comments and criticisms—especially Dr. Alan Fletcher, who used drafts of the first edition in class. I would also like to thank the following reviewers for their many helpful comments and suggestions: Ron Darby, Texas A & M University; James Fair, University of Texas; William Schowalter, University of Iinois; and Matthew Tirrell, University of Minnesota. Noel de Neversi | Gidold Ddod3v - | a (974) FLUID MECHANICS FOR CHEMICAL ENGINEERSMcGraw-Hill Chemical Engineering Series Editorial Advisory Board James J. Carberry, Professor of Chemical Engineering, University of Notre Dame James R. Fair, Professor of Chemical Engineering, University of Texas, Austin William P, Schowalter, Dean, School of Engineering, University of Illinois Matthew Tirrell, Professor of Chemical Engineering, University of Minnesota James Wei, Professor of Chemical Engineering, Massachusetts Institute of Technology Max S. Peters, Emeritus, Professor of Chemical Engineering, University of Colorado Building the Literature of a Profession Fifteen prominent chemical engineers first met in New York more than 60 years ago to plan a continuing literature for their rapidly growing profession. From Industry came such pioneer practitioners as Leo H. Backeland, Arthur D. Little, Charles L. Reese, John V. N. Dorr, M. C. Whitaker, and R. S. McBride. From the universities came such eminent educators as William H. Walker, Alfred H. White, D. D, Jackson, J. H. James, Warren K. Lewis, and Harry A. Curtis. H. C. Parmelee, then editor of Chemical and Metallurgical | Engineering, served as chairman and was joined subsequently by S. D. Kirkpatrick as consulting editor. After several meetings, this committee submitted its report to the McGraw-Hill Book Company in September 1925. In the report were detailed specifications for a correlated series of more than a dozen texts and reference books which have since become the McGraw-Hill Series in Chemical Engineer- ing and which became the cornerstone of the chemical engineering curriculum. From this beginning there has evolved a series of texts surpassing by far the scope and longevity envisioned by the founding Editorial Board. The McGraw-Hill Series in Chemical Engineering stands as a unique historical record of the development of chemical engineering education and practice. In| the series one finds the milestones of the subject’s evolution: industrial chemistry, stoichiometry, unit operations and processes, thermodynamics, kinetics, and transfer operations. Chemical engineering is a dynamic profession, and its literature continues to evolve. McGraw-Hill, with its editor, B. J. Clark, and its consulting editors, remains committed to a publishing policy that will serve, and indeed lead, the needs of the chemical engineering profession during the years to come.