Introduction to Separation Processes

Overview

The hours allocated here include problem classes as required per section:

Separation Processes (18 hours):
 3.1. Solvent extraction: 10 hours:
 3.1.1. Introduction to separations;
 3.1.2. Introduction to LLE and binodal curves including tie-lines and the Lever Rule;
 3.1.3. Distribution coefficients, plotting and using ternary diagrams;
 3.1.4. Use of ternary diagrams for solvent extraction.
 3.1.5. Seminar on solvent extraction problem.
 3.2 Distillation: 8 hours:
 3.2.1. Introduction to single and multiple flash separations;
 3.2.2. Introduction of the McCabe-Thiele method for distillation and use of mass balances to
derive equations for the ROL, SOL and q-line;
 3.2.3. The reflux ratio, cases of total and minimum reflux and the Fenske Equation, calculation
of q-lines for sub-cooled and super-heated liquids;
 3.2.4. Worked example of all aspects of McCabe Thiele method from use of Antoine Equation
or dePriester charts to determine the phase equilibria data through to determination of
the number of stages at total reflux, the minimum reflux ratio as well as the number of
stages and optimum feed location at a multiple of the minimum reflux ratio, introduction
to efficiencies.

Class test (1 x2 Hours):
 Class tests constitute part of the continual assessment.
 One 2-hour class (a total of 20% of the module mark) will take place during the module (as shown below). The content of the class tests will be communicated in class

Learning Objectives

On completion of this module a learner should be able to:

 Describe different separation units in the chemical industry and discuss their relevance for
different applications and gain an appreciation of binary and ternary liquid phase extraction
processes;
 Present ternary data in graph form and apply this to obtain solvent extraction mass balances;
 Use mass and component balances to derive equations for the operating lines in a binary
mixture distillation column and use these to apply the McCabe-Thiele method to design a
distillation column.

These learning outcomes align with the following AHEP4 learning outcomes as outline by the IChemE:
 understand the principles of material and energy balances and be able to apply them to
chemical engineering problems
 understand the principles of mass transfer and application to problems involving fluids and
multiple phases;
 understand the principles of equilibrium and chemical thermodynamics, and application to
phase behaviour, to processes with mass heat and work transfer.

Skills

Learners are expected to demonstrate the following on completion of the module:
 The students will gain the necessary theoretical background that will allow them to carry out a
design of basic unit operations.

Assessment

Assessment Profile
Element type Element weight (%)
1. Examination (2hrs) 80
2. Class Tests 20

Course Requirements:

 Examination Mark Veto at 40 %.
 Continual assessment Mark Veto 40 %.