| Competences |
| Type A | Code | Competences Specific |
| A1.1 | Effectively apply knowledge of basic, scientific and technological materials pertaining to engineering. | |
| A1.2 | Design, execute and analyse 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 |
| Learning outcomes |
| 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. Produces a grammatically correct oral text Produce well structured, clear and effective oral texts. Produce oral texts that are appropriate to the communicative situation. Produce grammatically correct written texts. Produce well-structured, clear and rich written texts Produce written texts that are appropriate to the communicative situation. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Rigorous modelling and optimization of separation processes in steady state using AspenPlus: petroleum refining: | - Pseudocomponents: assay curves, ASTM, TBP, gravity, light ends, blending. - Pre-flash colum: furnace. - Atmospheric column: side strippers, pumparounds. - Vaccum column: furnace, side strippers, side-streams. - Sulfur content: assay curves, Sulfur distribution in the products. - Column internals: tray sizing & rating, pack (random & structured) sizing & rating. |
| Planning |
| Methodologies :: Tests | ||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||||
| Lecture |
|
20 | 39 | 59 | ||||||||
| IT-based practicals in computer rooms |
|
13 | 15 | 28 | ||||||||
| Problem solving, exercises |
|
17 | 30 | 47 | ||||||||
| Personal attention |
|
1 | 0 | 1 | ||||||||
| Practical tests |
|
5 | 6 | 11 | ||||||||
| Oral tests |
|
1 | 1 | 2 | ||||||||
| (*) 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 | Activities designed to contact with students, know their experience in the topic and introduce the course. |
| Lecture | Classical class where the relevant concepts are introduced and their application in the course are illustrated. |
| IT-based practicals in computer rooms | Practical application of the theorical aspects in a particular context. Cases using ICTs as decision support tools. |
| Problem solving, exercises | Students analyse and solve problems or practical exercises related to the subject. |
| Personal attention | Time that the teaching staff dedicate to discuss with the student to detect misconceptions and solve doubts. |
| Personalized attention |
| Description |
|
If you want/need any discussion/tutorization, please send me and e-mail (laureano.jimenez@urv.cat), phone me (977558643) or contact me via MSTeams so we can schedule a meeting. Office 219 (Chemical Engineering Department). Guillem Gilabert: guillem.gilabertoriol@dupont.com or Moodle. Office: 221 |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||||
| Problem solving, exercises |
|
Solve individually case studies (2-3). Delivered using moodle. Penalties applicable for late-delivery. Reports of pilotplant operation (1 or 2, depending if they are available). |
35% | ||||||||
| Practical tests |
|
Individual test with a mínimum grade of 3.5/10, in order to pass the course. The máximum grade (MH equivalent to A+) will be obtained based in the individual grades. | 50% | ||||||||
| Oral tests |
|
Short exposition over a given topic | 15% | ||||||||
| Others |
| Other comments and second exam session | |||
|
All deliverables using Moodle, including the supporting evidences:
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| Sources of information |
| Basic |
Puigjaner, Luis; Ollero, Pedro; De Prada, Cesar y Jiménez, ESTRATEGIAS DE MODELADO, SIMULACION Y OPTIMIZACION DE PROCESOS QUIMICOS, 1st, SINTESIS
Gilabert-Oriol, Guillem, Ultrafiltration Membrane Cleaning Processes. Optimization in Seawater Desalination Plants, 1st, De Gruyter, 2021
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 |
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| The access to the licensed software can be done using one of the following procedures: - Virtlabs: managed by the IT central services of URV. Basically you use a secure connection and download the software in your computer (which might require some time the first time). I cannot provide any support to any student. - RemoteLab: managed by the IT of the Chemical Engineering Department. Basically, you use one of the computers that is in one of the several computer labs (or a virtual machine dedicated to that) and all calculations are done in the remote computer. Your computer is acting as a browser. If you experience any problem let me know and we will help you to solve the issue. |
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| Complementary | |||||||||
| Recommendations |
| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that it is recommended to have taken before | ||
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(*)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.