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Session: 2022/23

Last modified: 01/09/2022 16:32:16

Title of Module: Unit Operations 2

Code: ENGG10032 SCQF Level: 10
(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:Mojtaba  Mirzaeian

Summary of Module

In this module:

  • Liquid-liquid extraction (LLE) covers immiscible solvents, determination of number of stages, transfer unit approach, partially miscible systems, choice of solvents (taking into account hazards such as toxicity and flammability as well as ability to dissolve), and use of triangular diagrams.
  • Gas absorption examines the calculation of the number of ideal stages required for the separation of dilute solutions, the calculation of packed height for dilute solutions and the calculation of pressure drop across the packed bed. The topic then extends into the calculation of packed height for concentrated solutions.
  • Filtration covers the derivation of the Ruth equation, cloth resistance, constant rate and constant pressure filtration. Application of filtration theory to common types of industrial filters. Application of Ruth’s equation to centrifuges.
  • Drying covers both batch and continuous processes with relation to the changing drying rate of a solid as time progresses. Various items of drying equipment are also discussed.
  • Size classification and size reduction of solids covers mass balances over a screen to determine the oversize effectiveness, undersize effectiveness and overall effectiveness of the screen.  Von Rittinger's, Kick's and Bond's laws to calculate required power for size reduction, mechanical and crushing efficiencies are introduced and work index, energy of size reduction and size reduction equipment are discussed.

This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module: Universal (Critical Thinker, Ethically-minded, Research-minded); Work Ready (Problem-Solver, Effective Communicator, Ambitious); Successful (Autonomous ,Resilient, Driven).

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Understand how to select an appropriate separation process for a given multiphase separation problem considering the principles of equilibrium, mass transfer and their application to phase behaviour, equipment sizing and performance.

L2. Produce a design for one of the fluid-fluid or fluid particle separation processes described using published data/information to quantify the effect of processing steps on the state of the material being processed, and its transformation to the end product.

L3. Understand the limitations of approximate design methods and how these can be improved/extended by use of computer software packages and digital techniques to solving Chemical Engineering Problems. .

L4. Appreciate the characteristics of masses of particulate solids and understand how to determine the screen effectiveness as a measure of the successes of a screen in separating solid particles.

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 10.

Demonstrating a broad and integrated knowledge and understanding of fluid-fluid staged separation processes and fluid particle separation processes.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Being able to use design procedures to size/specify fluid/fluid staged separators and fluid-particle separators. Understand the limitations of these design methods.

Generic Cognitive skills SCQF Level 10.

Be able to compare calculated designs with expected /realistic values.

Communication, ICT and Numeracy Skills SCQF Level 10.

Interpret, use and evaluate numerical /graphical data to design a given separator.

Autonomy, Accountability and Working with others SCQF Level 10.

Judging the relevance and accuracy of published numerical /graphical data used.
Adopting an inclusive approach to engineering practice, recognizing the responsibilities, benefits and importance of supporting equality, diversity and inclusion.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Unit Operations 1
Other:or any other suitable prior learning
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module covers a variety of theoretical, conceptual and practical areas, which require a range of knowledge and skills at a more advanced level 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, completion and submission of written coursework making use of appropriate forms of IT and VLE, and independent study.

Hours for the exam and class tests are included in lecture/core content delivery.
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 Delivery24
Tutorial/Synchronous Support Activity12
Practice Based Learning12
Independent Study152
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:

“Transport Processes and Separation Process Principles” by C.J. Geankoplis, Published by Pearsons Education Ltd., 5th Edition , 2018, ISBN: 978-0134181028.

“Separation Process Principles” by E. R. Henley, J. D. Seader, and D. K. Roper, Wiley, 4th Edition, 2016

“Unit Operations of Chemical Engineering” by W.L. McCabe, J.C. Smith and P. Harriott, Published by McGraw-Hill, 7th Edition, McGraw Hill, 2014.

“Chemical Engineering Design” by R.K. Sinnott and G. Towler, SI Edition, Published by Butterworth-Heinemann, 6th Edition, 2019

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure.

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelEngineering
ModeratorCristina Rodriguez
External ExaminerR Ocone
Accreditation DetailsThis module is part of BEng (Hons) Chemical Engineering Programme, accredited by IChemE.
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment will be based on the following: (a) final written exam worth 70% of the
final mark, and
(b) Continuous assessment worth 30% of the final mark. The continuous assessment
component in this module will consist of the following elements: i) written assignment
worth 10% and a class test worth 5% of the final mark and ii) laboratory reports worth 15% of the final mark. Further details, and the academic calendar when assessment is likely to feature, will be provided within the Module Information Pack.

The results of assignments will be discussed with students and students will be given a chance to have feedback on their performance as part of formative assessment for this module.
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Unseen open bookcheck markcheck markcheck markcheck mark703

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)check markcheck markcheck markcheck mark50
Design/ Diagram/ Drawing/ Photograph/ Sketchcheck markcheck mark check mark100
Report of practical/ field/ clinical workcheck markcheck markcheck mark 150
Combined Total For All Components100% 3 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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 the student 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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.