| Competences |
| Type A | Code | Competences Specific |
| Professional | ||
| AP1 | A1.1. Formulate strategies to collate data for the design and application of conceptual and calculation models aimed at improving understanding of complex systems of engineering and environmental management. | |
| AP2 | A1.2. Analyze the dynamic interactions in complex systems in the environment and general surroundings. | |
| AP4 | A1.4. Apply the best tools, management strategies and/or design processes from the point of view of sustainability. | |
| AP5 | A2.1. Learn and apply the latest and most innovative environmentally friendly technologies to solve environmental problems in various fields such as the chemical and food industries. | |
| AP6 | A2.2. Manage complex technical or professional projects. | |
| Type B | Code | Competences Transversal |
| Professional | ||
| BP1 | B1.1. Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums. | |
| BP2 | B1.2. Adapt to a changing environment. | |
| BP6 | B3.1. Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. | |
| BP7 | B4.1. Show commitments to an attitude of continuous learning | |
| BP8 | B4.2. Learn autonomously and with initiative. | |
| BP9 | B5.1. Work autonomously, responsibly and with initiative in a research and innovation context. | |
| Type C | Code | Competences Nuclear |
| Common | ||
| CC1 | Have an intermediate mastery of a foreign language, preferably English | |
| CC2 | Be advanced users of the information and communication technologies | |
| CC3 | Be able to manage information and knowledge | |
| CC4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV | |
| CC5 | Be committed to ethics and social responsibility as citizens and professionals | |
| CC6 | Be able to define and develop their academic and professional project | |
| Learning aims |
| Objectives | Competences | ||
| Determines the membrane technology for use as a separate species. Set the appropriate range of operating conditions for each process and separation problem. Select the material, structure and proper configuration of the membrane according to the compounds involved. Connect the module type with the application and the membrane material. Choose the optimal conditions for the production of the membrane related to the final application. Design materials to be used in the production of membranes with specific properties. | AP1 AP2 AP4 AP5 AP6 |
BP1 BP2 BP6 BP7 BP8 BP9 |
CC1 CC2 CC3 CC4 CC5 CC6 |
| Coneixement de les tecniques en catalisi per al tractament i revalorització d'efluents. Coneixement dels diferents materials catalitics i la seva aplicació pel tractament d'efluents. | AP1 AP2 AP4 AP5 AP6 |
BP1 BP2 BP6 BP7 BP8 BP9 |
CC1 CC2 CC3 CC4 CC5 CC6 |
| Contents |
| Topic | Sub-topic |
| Definitions. Mechanisms. Configurations and modules. Microfiltration (MF), ultrafiltration (UF), nanofiltration (NF). Reverse osmosis (RO). Dialysis. Electrodialysis. Pervaporació. Permeation of gases. Integration with other processes. Synthesis and fabrication of membranes. |
1. Introduction to membrane technology. 2. Pressure driven membrane processes. 3. Valorization of residues and by-products using membrane technology. 4. Hybrid processes. 5. Membrane bioreactors. |
| Unit 2. Catalytical techniques for treatment and valorization of effluents. |
1. Catalysis. 2. Adsorption 3. Reactivity of solid surfaces. 4. Fischer-Tropsch. 5. Biomass for the production of fuels. |
| Planning |
| Methodologies :: Tests | |||||||||
| Competences | (*) Class hours | Hours outside the classroom | (**) Total hours | ||||||
| Introductory activities |
|
1 | 1.5 | 2.5 | |||||
| Lecture |
|
12 | 18 | 30 | |||||
| Problem solving, classroom exercises |
|
13 | 24 | 37 | |||||
| Personal tuition |
|
1 | 0 | 1 | |||||
| Mixed tests |
|
4.5 | 0 | 4.5 | |||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||||||||
| Methodologies |
| Description | |
| Introductory activities | Introduction to the curse |
| Lecture | Magistral expositions |
| Problem solving, classroom exercises | Single exercises at classroom |
| Personal tuition |
| Personalized attention |
|
|
| Assessment |
| Description | Weight | ||
| Mixed tests |
Ressolució de problemes a classe Presentacions /exposicions en grup Pràctiques de laboratori Proves presencials individuals |
50% 50% |
|
| Other comments and second exam session | |||
| Sources of information |
| Basic |
M. Mulder, Basic Principles of Membrane Technology, 2nd Ed, Kluwer Academic Publishers, Dordrecht, 1997. |
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| Complementary |
R.W. Baker, Membrane technology and applications, 2004, John Wiley & Sons, Chichester
E.J. Hoffman, Membrane separations technology : single-stage, multistage, and differential permeation, 2000, Gulf Professional Pub., Boston
R. Rautenbach, R. Albrecht, Membrane processes, 1989, Wiley, New York, |
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| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.