This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 15/07/2022 11:14:09
|
Title of Module: Unit Operations 1 |
|---|
|
Code: ENGG09038 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Computing, Engineering and Physical Sciences |
|---|
| Module Co-ordinator: | Li
Sun |
|---|
| Summary of Module |
|---|
|
This module aims to give students of the chemical engineering degrees a broad appreciation of several separation processes that are key to the process industry.
The separation processes studied here are:
- Evaporation (including single- effect and multi-effect evaporators, boiling point rise , and other designs for energy saving, such as vapour recompression and vacuum operation, with basic economic analysis).
- Crystallisation.
- Binary and multicomponent distillation in continuous mode, including vapour/liquid equilibrium (VLE), Gibbs' phase rule, bubble and dew point calculations for ideal and non-ideal mixtures, the use of the isothermal flash equation, and shortcut and rigorous distillation calculations.
- Various solid separation processes, including sedimentation, elutriation, and centrifugation, and thickening.
- Membrane separations.
- Mixing of liquids examines the calculation of power requirements of mixers via dimensionless analysis, the use of baffles and choice of impellers.
During the course of this module students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/current-students/your-graduate-attributes/ ). Universal: Academic attributes - critical thinking and analytical & inquiring mind; Work-Ready: Academic attributes - safe laboratory working; Successful : autonomous, driven and resilient.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
 | | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Identify, analyse and size separation processes using experimental, tabulated, literature and other numerical data
L2.
Discuss critically the selection of appropriate equipment for the separation of materials in process plant, with appreciation that the products may present hazards that the original materials did not.
L3.
Demonstrate ability to obtain and critically evaluate experimental data by set procedures and safety guidelines |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating a broad and integrated knowledge and understanding of evaporators, crystallisers, dryers, distillation columns and solids separators, demonstrating a critical understanding of a selection of their principal theories, principles, concepts and terminology
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use algebraic techniques to design appropriate separators with the correct dimensions.
Use graphical techniques to design appropriate separators with the correct dimensions.
Use iterative numerical techniques to design appropriate separators with the correct dimensions.
Practice routine searches for thermophysical data of fluids |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis and derivation of distillation formulae from first principles
Be able to compare suggested solutions with expected values
|
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Make formal presentations on pilot plant data to an audience of peers
Use a range of IT applications to facilitate calculations and provision of report and presentations
Interpret, use and evaluate numerical and graphical data to realize calculations in sizing of equipment
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Take some responsibility for use of appropriate data resources
Practice in ways which take account of own role and responsibilities
Work under guidance with qualified practitioners
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
ENGG09037
| Module Title:
Chemical Process Principles
|
| Other: | or suitable alternative |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| This module covers a wide variety of theoretical, conceptual and practical areas, which require a range of knowledge and skills to be displayed and exercised. Delivery of its syllabus content therefore involves a diversity of teaching and assessment methods suitable to the learning outcomes of the module; these include formal lectures, structured tutorials (work closely integrated with the lecture material), laboratory exercises to develop practical skills and familiarisation with equipment and experimental techniques, industrial process plant visit trip, completion and submission of written and oral coursework making use of appropriate forms of IT and VLE, and independent study. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 152 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
C.J. Geankoplis, A H Hersel and D H Lepek, Transport Processes and Separation Process Principles Prentice Hall, 5th Edition, 2018
W. McCabe, J. C. Smith, and P. Harriott, Unit Operations of Chemical Engineering, McGraw Hill, 7th Edition, 2014
J. F. Richardson, J. R. Harker, and J. R. Backhurst, Chemical Engineering Particle Technology and Separation Processes-Volume 2, Butterworth Heinemann, 5th Edition, 2002
R. Sinnott and G. Towler, Chemical Engineering Design: SI Edition, Butterworth-Heinemann, 6th Edition, 2019
G. F. C.Rogers and Y. R. Mayhew, Thermodynamic and Transport Properties of Fluids, Blackwell, 5th Edition, 1994
E. R. Henley, J. D. Seader, and D. K. Roper, Separation Process Principles, Wiley, 4th Edition, 2016
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Engineering |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Engineering |
|---|
| Moderator | Cristina Rodriguez |
|---|
| External Examiner | R Ocone |
|---|
| Accreditation Details | TThis module is part of the BEng (Hons) Chemical Engineering accredited by IChemE |
|---|
| Version Number | 4 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
Assessment for the module includes both formative and summative assessment.
Formative assessment is provided during lectures in the form of class exercise problems, during tutorial sessions, during laboratory sessions and as part of the preparation for written submissions.
Summative assessment will be based on the following: (a) final written exam worth 50% of the final mark, and |
(b) continuous assessment worth 50% of the final mark.
The continuous assessment component in this module will consist of the following elements: (i) written assignment worth 25% of the final mark, (ii) laboratory reports worth 25% of the final mark
Further details, and the academic calendar when assessment is likely to feature, will be provided within the Module Information Pack. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
This module is suitable for any student with appropriate chemical engineering background, however it should be noted that in order for you to complete this module the laboratory element of coursework will require to be undertaken, special support can be provided where necessary, consequently, if special support is needed to complete this part of the module, then the University’s Health and Safety Officer should be consulted to make sure that safety in the laboratory is not compromised.Current University Policy on Equality and Diversity applies.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|