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lacloudchaser(at)yahoo.co Guest
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Posted: Wed Nov 14, 2007 8:34 am Post subject: Carbon Bon Bons (Brians post) |
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Brian,
After speaking to several class rooms of high school kids on a career as an Air Force officer and pilot with a part time volunteer staff position, and seeing the total "deer in the head light" look at the mention of further education, college or developing a curiosity for learning/education, it's impressive you bother to attack such subjects, apparently out of the shear enjoyment of making the unknown - known,
"BTW, I encourage someone to show me where I am wrong as I always am
looking to learn."
Brain, perhaps there is a chemical engineer/BBS or Forum you could also cut and paste your arguments to as well? It may provide the extra (and focused) feedback and analysis that is suitable to your quest?
Drew
Time: 09:11:48 AM PST US
From: Brian Lloyd <brian-1927(at)lloyd.com (brian-1927(at)lloyd.com)>
Subject: carbon bonds (was: mogas vs 100LL)
I hate it when something sticks in my head overnight. It means I am
not going to get a good night's sleep. (Yes, I do lose sleep over
stuff like this. Yes, I probably am crazy.)
The issue was the comment about higher grades of fuel having more
carbon-carbon bonds and therefore more energy. The Wikipedia article
I referenced, http://en.wikipedia.org/wiki/Octane_rating, also
alluded to that. OTOH I figured that if there was an appreciable
increase in C-C bonds there would be a shift in best stoichiometric
mixture when measured by mass ratio.
As a mental experiment I decided to trot out my old and rotten
chemistry memories to compare the two simplest organic compounds with
single and double carbon-carbon (c-c) bonds: ethane (C2H6) and ethene
(C2H4). Ethane has a single C-C bond and ethene has a double C=C
bond. Combusting ethene should release more energy than combusting an
equivalent mass of ethane. Here is what the two molecules look like:
Ethane:
H H
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H-C-C-H
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H H
Ethene:
H H
\ /
C=C
/ \
H H
When you have the double carbon bond you no longer have bonds for the
two extra hydrogens. This changes the combustion reaction from:
2(C2H6) + 7(O2) = 4(CO2) + 6(H2O) + energy
To:
C2H4 + 3(O2) = 2(CO2) + H2O + energy
The mass of ethane is 30gm/Mol. The mass of ethene is 28gm/Mol. The
mass of O2 is 32gm/Mol. So the oxidizer-to-fuel mass ratios for the
two reactions are:
7(32)/2(30) = 3.73 (for ethane)
3(32)/28 = 3.42 (for ethene)
This is a 9% difference in mass ratio. (I didn't include the N2 from
the atmosphere because, while it does change the individual mass
ratios, it does not effect the percentage difference at the end which
is what I was looking for.)
My gut feeling is, if "higher quality" gasoline had a lot more C=C
(double) bonds (and therefore more energy), we would have to readjust
our carburetors when we switch fuel in order to get a proper mixture.
Since we don't ...
BTW, I encourage someone to show me where I am wrong as I always am
looking to learn.
--
Brian Lloyd 3191 Western Drive
brian HYPHEN 1927 AT lloyd DOT com Cameron Park, CA 95682
+1.916.367.2131 (voice) +1.270.912.0788 (fax)
I fly because it releases my mind from the tyranny of petty things . . .
Antoine de Saint-Exupry
PGP key ID: 12095C52A32A1B6C
PGP key fingerprint: 3B1D BA11 4913 3254 B6E0 CC09 1209 5C52 A32A 1B6C
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brian-1927(at)lloyd.com Guest
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Posted: Wed Nov 14, 2007 10:55 am Post subject: Carbon Bon Bons (Brians post) |
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On Nov 14, 2007, at 8:30 AM, Drew wrote:
Quote: |
Brian,
After speaking to several class rooms of high school kids on a
career as an Air Force officer and pilot with a part time volunteer
staff position, and seeing the total "deer in the head light" look
at the mention of further education, college or developing a
curiosity for learning/education, it's impressive you bother to
attack such subjects, apparently out of the shear enjoyment of
making the unknown - known,
|
Thank you Drew. I am now teaching science to 4th-8th grade students
at a private school. I have them designing and building catapults,
robots, radios, and even fuel cells. The "deer-in-the-headlights"
problem you allude to may be laid firmly at the feet of our abortion
of an education system. By getting the kids early enough and showing
them that it is FUN to make and understand even complex things, I
hope to offset the damage that the public school system is going to
do to them later.
Just the other day I had a 5th grade girl ask me a question that
indicated that she sees and understands the questions that lead from
Michael Faraday's empirical work in electricity and magnetism, to
James Clerk Maxwell's theoretical work on electromagnetic waves, work
that led to the creation of radio. It tickles me no end when I see
the light bulb go on like that.
When you stop "dumbing down" this stuff, they just eat it up,
especially when they get to DO something with it. It is a kick to see
kids this age writing software, soldering, putting up antennas,
tracking satellites, reading weather charts, etc. Several even know
how to use an E6B now. (I use it as a tool to demonstrate ratios and
proportions.)
Quote: |
"BTW, I encourage someone to show me where I am wrong as I always am
looking to learn."
Brain, perhaps there is a chemical engineer/BBS or Forum you could
also cut and paste your arguments to as well? It may provide the
extra (and focused) feedback and analysis that is suitable to your
quest?
|
Perhaps I will, in my copious free time. The school is currently
eating about 60 hours/week of my time.
--
Brian Lloyd 3191 Western Drive
brian HYPHEN 1927 AT lloyd DOT com Cameron Park, CA 95682
+1.916.367.2131 (voice) +1.270.912.0788 (fax)
I fly because it releases my mind from the tyranny of petty things . . .
— Antoine de Saint-Exupéry
PGP key ID: 12095C52A32A1B6C
PGP key fingerprint: 3B1D BA11 4913 3254 B6E0 CC09 1209 5C52 A32A 1B6C
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