|
Type A
|
Code |
Competences Specific | | | A1.1 |
Effectively apply knowledge of basic, scientific and technological materials pertaining to engineering. |
| | A1.2 |
Design, execute and analyze experiments related to engineering. |
| | A2.2 |
Conceive, project, calculate and design processes, equipment, industrial installations and services in the field of chemical engineering and related industrial sectors in terms of quality, safety, economics, the rational and efficient use of natural resources and the conservation of the environment. (G2) |
| | A3.1 |
Apply knowledge of mathematics, physics, chemistry, biology and other natural sciences by means of study, experience, practice and critical reasoning in order to establish economically viable solutions for technical problems (I1). |
| | A3.2 |
Design and optimize products, processes, systems and services for the chemical industry on the basis of various areas of chemical engineering, including processes, transport, separation operations, and chemical, nuclear, elctrochemical and biochemical reactions engineering (I2). |
| | A3.3 |
Conceptualize engineering models and apply innovative problems solving methods and appropriate IT applications to the design, simulation, optimization and control of processes and systems (I3). |
|
Type B
|
Code |
Competences Transversal | | | B1.1 |
Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums (G9). |
|
Type C
|
Code |
Competences Nuclear | | | C1.1 |
Have an intermediate mastery of a foreign language, preferably English |
|
Type A
|
Code |
Learning outcomes |
| | A1.1 |
Determine the membrane technology to be used according to the characteristics of the species to be separated.
Select the right material, structure and configuration of the membrane depending on the properties of the compounds involved.
| | | A1.2 |
Use computer simulation to check the theoretical concepts explained in the classroom.
| | | A2.2 |
Apply new concepts of operation and sustainable production to the design and process of separation operations.
Select the optimal conditions for producing the membrane in accordance with the final application.
| | | A3.1 |
Select the suitable separation operation given the characteristics of the problem.
| | | A3.2 |
Design extraction or leaching equipment.
Design solid drying processes.
Design adsorption, ion exchange or chromatography columns.
Design crystallisation equipment.
Connect the type of module to the application and membrane material.
| | | A3.3 |
Establish a suitable rank for the working conditions of each process and separation problem.
Design materials for use in the production of membranes with specific properties.
|
|
Type B
|
Code |
Learning outcomes |
| | B1.1 |
Intervene effectively and transmit relevant information.
Prepare and deliver structured presentations that satisfy the stipulated requirements.
Plan the communication: generate ideas, look for information, select and order information, make sketches, identify the audience and the aims of the communication, etc.
Draft documents using the appropriate format, content, structure, language accuracy, and register. Illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc.
Employ the strategies used to make effective oral presentations (audio-visual aids, eye contact, voice, gestures, timing, etc.).
Use language appropriate to the situation.
|
|
Type C
|
Code |
Learning outcomes |
| | C1.1 |
Express opinions on abstract or cultural topics in a limited fashion.
Explain and justify briefly their opinions and projects.
Understand instructions about classes or tasks assigned by the teaching staff.
Understand the basic ideas of radio and television programmes.
Understand routine information and articles.
Understand the general meaning of texts that have non-routine information in a familiar subject area.
Take notes during a class.
Write letters or take notes about foreseeable, familiar matters.
|
| Topic |
Sub-topic |
1. Lixiviation and extraction
2. Solid drying
3. Adsorption, ion exchange and chromatography
4. Crystallisation
5. Membrane technology and microencapsulation (MF, UF, NF, RO, Dialysis, etc). Synthesis of membranes.
|
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
2 |
0 |
2 |
| Lecture |
|
20 |
39 |
59 |
| Seminars |
|
17 |
30 |
47 |
| Laboratory practicals |
|
13 |
15 |
28 |
| Personal attention |
|
1 |
0 |
1 |
| |
| Practical tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
3 |
3 |
6 |
| Oral tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
1 |
1 |
2 |
| Mixed tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
2 |
2 |
4 |
| Extended-answer tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
1 |
0 |
1 |
| |
(*) 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 |
Description of the course and basic definitions |
| Lecture |
Expository lectures |
| Seminars |
resolution of exercises or case studies in the classroom |
| Laboratory practicals |
Basic laboratory of advanced separation processes: Multipurpose/multiproduct pilot plant, Computer operated distillation pilot plant, membrane laboratory |
| Personal attention |
Meetings outside the classroom, individual or in small groups to discuss on concepts or specific problems. The attention hours will be conveniently informed as well as the communication channels (check Moodle workspace). |
|
Description |
|
Meetings out of the classroom, at professor office or meeting rooms, on demand via Moodle or email. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Practical tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
Evaluation of the laboratory work through reports |
35% |
| Oral tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
Short exposition over a given topic |
15% |
| Mixed tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
Resolution of tests combining short questions and resolution of exercises |
35% |
| Extended-answer tests |
| A1.1 | | A1.2 | | A2.2 | | A3.1 | | A3.2 | | A3.3 | | B1.1 | | C1.1 |
|
Short tests during the seminar sessions |
15% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
In the first call, a minimum mark of 3.5 in each part is demanded to calculate the average. In the second call, the parts not passed will be re-evaluated for those where average cannot be calculated or is lower than 5.0. |
| Basic |
M. Mulder, Basic Principles of Membrane Technology, 2nd, Kluwer Academic
Foo, Dominic, Chemical Engineering Process Simulation, 1st, Elsevier
Hanyak, Michael Edward, Chemical process simulation and the Aspen HYSYS software, 1st, Bucknell University
Schefflan, Ralph, Teach yourself the basics of Aspen plus, 1st, Wiley-Blackwell
Luyben, William L., Distillation design and control using Aspen simulation, 1st, John Wiley & Sons
Puigjaner, Luis; Ollero, Pedro; De Prada, Cesar y Jiménez, ESTRATEGIAS DE MODELADO, SIMULACION Y OPTIMIZACION DE PROCESOS QUIMICOS, 1st, SINTESIS
|
|
| Complementary |
|
|
(*)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. |
|