COURSE SYLLABUS

2nd Semester, AY 2018-2019

Course Information Faculty Information

Course Code: CHE 421N Name: Dr. Camila Flor Y. Lobarbio
Course Title: Separation Processes Office: Department of Chemical Engineering
Credit Units: 3 Email: chelaboratory512@gmail.com
Pre-requisites: CHE 324 Principles of Transport Phone: (032)3446783
Processes
CHE 411N Phase & Chemical Equilibria Consultation (See Department Bulletin Board)
of Mixtures Time:
Schedule: 1:30-3:00 & 4:30-6:00 PM TTH,
LBCH2TC
Course Description
Most of the operations involved in the chemical process industries are intended to separate components in a
mixture. For optimal process economics, these separation steps should be done with the least use of energy and
materials and with just the right size of equipment. Rational design of these steps necessarily involves the
application of material and energy balances and a consideration of component phase equilibria and transport rates.
This course provides you with learning experiences where you do theoretical analysis and carry out graphical or
analytical calculations associated with the chemical engineering design of separation processes. Of particular focus
are the equilibrium-based vapor-liquid separation (distillation) and solvent extraction (solid-liquid and liquid-liquid),
as well as the rate-based membrane and sorption separations. The course also aims to facilitate exposure to actual
configurations of separation equipment commonly used in the industry, with emphasis on how form is related to the
intended function. Most importantly, the course enables you to synthesize a separation system for recovering a
target product from a mixture.

COURSE OUTCOMES (CO)

By the end of the semester, you should be able to: Alignment to Program Outcomes
CO1: predict and explain qualitatively the influence of The course is enabling to your achievement of:
input and process parameters on the output of a
separation process (Conceptual Understanding); [PO1] ability to apply knowledge of mathematics and science
CO2: estimate the size of an equipment required to to the general practice of chemical engineering and in at least
separate a given feed into output streams of desired one specialized field of application
purities (Equipment Design); [PO2] Ability to use techniques, skills, and modern
engineering tools necessary for chemical engineering
CO3: propose a conceptual design of an industrial-scale practice
separation system that meets specified product recovery
[PO5] ability to identify, formulate, and solve chemical
targets while addressing relevant constraints (System
engineering problems
Design Task); and
[PO7] Ability to design a system, component, or process to
CO4: relate hardware features of actual industrial meet desired targets in accordance with standards and with
separation equipment to the principles underlying its realistic considerations of economic, environmental, social,
design (Equipment Familiarization). political, ethical, health and safety, manufacturability, and
sustainability constraints

ASSESSMENT OF OUTCOMES
Your level of achievement of the outcomes shall be evidenced by the quality of your outputs and your performance
in tests and exams.
Formative Summative (Rubric-Based)
For CO1: Concept Quizzes (CQ) For CO1: Final Exam – Multiple Choice (FEx1)
For CO2: Design Calculation Mini-Portfolio (PORT) For CO2: Final Exam – Design Calculation (FEx2)
3 Long Tests (LT) For CO3: Separation System Design (SSD)
For CO3: Interim Report (Separation System Design) For CO4: Equipment Picture Album (EPA)
For CO4: Interim Report (Equipment Picture Album)
Specific guidelines for the preparation and submission of each summative output will be provided in class.

© Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 1
 Assessment & Evaluation Rubrics
Rubric for Design Calculation Exam Task (CO2)
Exceeds Expectations Meets Expectations Partially Meets Expectations Does Not Meet Expectations
1.0-1.3 2.0 3.0 4.0
Task is carried out using Task is carried out using Task is carried out using Chosen method to carry out the
appropriate method; implementation appropriate method; implementation appropriate method; implementation task may be appropriate but the
of the method is procedurally of the method is procedurally of the method has minor procedural implementation is procedurally
correct and well detailed; correct and well detailed; errors; assumptions are either not wrong or lacking in important
assumptions are valid and assumptions are valid but with valid or not specified; mathematical details.
mathematical operations are minor logical flaws in the operations have major errors
logically consistent yielding error- mathematical operations leading to leading to a very erroneous result.
free results. Presentation is neat minor inaccuracies in the result.
and well-organized. Presentation could be neater
and/or better organized.

Rubric for Separation System Design Project (CO3)

Exceeds Expectations
1.0-1.3
Definition of the Separation Problem (30%)
The description of the problem fully
defines in clear, precise terms the
separation issues that need to be
addressed; the definition
demonstrates outstanding insight
about the problem and solution
constraints.
Proposed Separation Process (35%)
The synthesis of the proposed
process is based on all available
data and facts about the system; the
process component selection
criteria reflect all constraints and
applied very objectively.
Design Calculations (35%)
Calculations for material & energy
requirements and equipment sizing
are thoroughly detailed and entirely
error-free. Presentation is
well-organized for easy
counterchecking.
Meets Expectations
2.0
The description of the problem
adequately defines the separation
issues that need to be addressed;
the definition demonstrates average
insight about the problem and
solution constraints.
The synthesis of the proposed
process is based on fairly adequate
amount of data and facts about the
system, with only few assumptions;
process component selection
criteria reflect most of the
constraints and applied somewhat
objectively.
Calculations for material & energy
requirements and equipment sizing
are adequately detailed, with few
minor errors, but could be better
organized in presentation for easy
counterchecking.
Partially Meets Expectations
3.0
The description of the problem
defines some separation issues that
need to be addressed; however, the
definition demonstrates only a very
rudimentary understanding of the
problem and the solution
constraints.
The proposed process is based on
minimal data about the system and
on many assumptions; process
component selection criteria reflect
most of the constraints but applied
with high level of subjectivity.
Calculations for material & energy
requirements and equipment sizing
are sparingly detailed and have
major errors.
Does Not Meet Expectations
4.0
The description of the problem does
not make clear the separation
issues that need to be addressed
and demonstrates no apparent
understanding of the problem.
The selection of the proposed
process steps is done arbitrarily,
with no clear basis.
No details in the calculations for
material & energy requirements and
equipment sizing are provided to
allow counterchecking.

Rubric for Equipment Picture Album (CO4)

Exceeds Expectations Meets Expectations
1.0-1.3
Picture Collection & Presentation (40%)
It is very obvious what technical
design of an equipment, equipment
part, or material that the set of
pictures highlights; the collection is
able to show more than two
innovative variations that can be
made with a basic type of
equipment, part or material; labels
are effectively used; all sources are
properly credited.
2.0
It is fairly obvious what technical
design of an equipment, equipment
part, or material that the set of
pictures highlights; the collection is
able to show two innovative
variations that can be made with a
basic type of equipment, part or
material; labels are used; all
sources are properly credited.
Partially Meets Expectations
3.0
It requires some time to identify
what technical design of an
equipment, equipment part, or
material that the set of pictures
highlights; the collection is able to
show only one innovative variation
that can be made with a basic type
of equipment, part or material;
labels are used but can be better
done; some sources are not
Does Not Meet Expectations
4.0
It is unclear what the picture
collection features; the collection
does not show what possible
variations can be made with a basic
type of equipment, part or material;
labels do not aid understanding of
the picture; sources are not
credited.

© Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 2

Picture Descriptions (60%)
The accompanying text describes in
concise full detail the underlying
principle or innovative idea (behind
the design of the equipment,
equipment part or material) as
captured in the pictures.
The accompanying text describes
some detail about the underlying
principle or innovative idea behind
the design of the equipment,
equipment part or material; there
are a few mismatches with the
description and what the pictures
are able to show.
properly credited.
The accompanying text gives a The accompanying text does not
sketchy general remark about an describe any underlying principle or
underlying principle or innovative idea about the design of the
idea behind the design of the equipment, equipment part or
equipment, equipment part or material shown in the pictures.
material; however, the description
does not show a good match with
the pictures presented.

Grading System
Your grade for the course is computed based on both formative and summative assessment data. The computation
is detailed below.
Grade Component Weight Computation
PORT (10%) PORT Grade x 0.10
LT Average (15%) LT Average Grade x 0.15
FEx1 (20%) FEx1 Grade x 0.20
FEx2 (25%) FEx2 Grade x 0.25
SDP (20%) SDP Grade x 0.20
PB (10%) PB Grade x 0.10
Total Grade
Passing Grade: 3.0
Condition for Passing: Final examination grade must be 2.5 or better. Separation Design Project must have a
grade of 2.0 or better.

LEARNING PLAN
Course
Topics Week Learning Activities
Outcome
Introduction to the Course • Diagnostic Activity (Separation Concept)
--- 1
• Open forum re Course Syllabus
Why and how do we separate mixtures? • Reading:
• The anatomy of an industrial chemical process 1. Huang et al. (2008). A review of
• Generic separation techniques and their bases separation technologies in current and
of separation future biorefineries, Separation and
Purification Technology 62, 1-21.
CO1 • Theory-based analysis and design of 2. Warmuzinski, et al. (2013) A hybrid
CO2 separation processes 2 separation process for the recovery of
CO3 carbon dioxide from flue gases, Energy
Procedia 37, 2154-2163.
• Workshop: separation challenges in the
production of fuel-grade bioethanol and the
recovery of CO2 from flue gases
Equilibrium-Based Separation: Distillation • Reading: Geankoplis, pp. 696-700, 706-
• Quick Review: VLE Relationships, VLE 718
Diagrams • Interpretive Exercises: VLE Diagrams
CO1
• Fractional Distillation with Reflux: McCabe- 3 • Discussion of Illustrative Examples:
CO2
Thiele Method for estimating number of McCabe-Thiele Method
theoretical trays, feed tray location, total & • Calculation Workshop
minimum reflux • PORT Exercises
Equilibrium-Based Separation: Distillation • Reading: Geankoplis, pp. 718-731
CO1 • Fractional Distillation with Reflux: Special • Calculation Workshop
CO2 Cases for Rectification 4 • Picture Search
CO4 • Tray & Packed Tower Efficiencies
• Diameter of Tray Tower
CO1 Equilibrium-Based Separation: Distillation • Reading: Geankoplis, pp. 731-740
5
CO2

© Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 3
 • Fractional Distillation with Reflux: Ponchon- • Discussion of Illustrative Examples
Savarit Method for estimating number of • PORT Exercises
theoretical stages, minimum reflux, boiler and
condenser duties
Equilibrium-Based Separation: Distillation • Reading: Geankoplis, pp. 740-751; Henley
CO1 • Multicomponent Distillation et al., pp. 514-519
CO2 • Batch Distillation: Rayleigh Distillation, Batch 6 • Calculation Workshop
CO4 Rectification • Picture Search
LONG TEST 1
Equilibrium-Based Separation: Liquid-Liquid • Reading: Geankoplis, pp. 776-781, 791-
Extraction 797
CO1 • Quick Review: LLE Relationships, LLE • Interpretive exercises: LLE Diagrams
CO2 Diagrams 7 • Discussion of Illustrative Examples
CO4 • Single-Stage Equilibrium Extraction • Picture Search
• Continuous Multi-Stage Countercurrent
Extraction (Right Triangle Diagrams)
Equilibrium-Based Separation: Liquid-Liquid • Reading: Geankoplis, pp. 782-790, 798-
CO1 Extraction 802
CO2 • Continuous Multi-Stage Countercurrent 8 • Calculation Workshop
CO4 Extraction (Triangular Diagrams) • PORT Exercises
• Design of Extraction Towers
Equilibrium-Based Separation: Solid-Liquid • Reading: Geankoplis, pp. 809-817
Extraction (Leaching) • Discussion of Illustrative Examples
CO1 • Quick Review: SLE Diagrams • Calculation Workshop
• Single-Stage Leaching 9
CO2 • PORT Exercises
• Countercurrent Multistage Leaching
LONG TEST 2

CO1
Rate-Based Separations: Membrane Separations • Reading: Henley et al., pp. 542-569
CO2 • Classification of Membrane Separations 10 • Workshop
CO4 • Membrane Materials & Modules • Picture Search
• Mass Transfer Across Membranes
MIDTERM EXAM WEEK 11 • Submission of Interim Reports
Rate-Based Separations: Membrane Separations • Reading: Henley et al., pp. 570-572, 575-
CO1 • Dialysis 579
12
CO2 • Reverse Osmosis • Discussion of Illustrative Examples
• PORT Exercises
Rate-Based Separations: Sorption-Based • Reading: McCabe et al., pp. 836-862
CO1 Processes • Discussion of Illustrative Examples
CO2 • Adsorption Equilibria 13 • Picture Search
CO4 • Adsorption Principles
• Adsorption Design
Rate-Based Separations: Sorption-Based • Reading: McCabe et al., pp. 864-876
Processes • Illustrative Case Study
CO1
• Ion Exchange 14 • Submission of Mini-Portfolio &
CO2
• Chromatography Equipment Picture Album
LONG TEST 3
Selection of Separation Process Steps 15 • Reading: Peters, et al.: pp.754-768
• Guidelines for Separation Process Selection • SSD Project-Making
CO3 • Costs for Separating Homogeneous Mixtures 16
• Costs for Separating Heterogeneous Mixtures
17

FINAL EXAM WEEK • Final Exam1, Final Exam 2

18
• Submission of SSD Project

© Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 4
Learning Resources
Books
Geankoplis, C.J. (2005) Principles of Transport Processes and Separation Processes, Singapore: Pearson
Education South Asia Pte. Ltd.
Henley, E.J., Seader, J.D., Roper, D.K. (2011) Separation Process Principles, 3rd ed., Singapore: John-Wiley &
Sons (Asia) Pte Ltd.
McCabe, W. L., Smith, J.C., Harriott, P. (2005) Unit Operations of Chemical Engineering, 7th ed., Singapore:
McGraw-Hill Education (Asia).
Peters, , M.S., Timmerhaus, K.D., West, R.E. (2004) Plant Design and Economics for Chemical Engineers, 5th ed.,
New York: McGraw-Hill.
Wankat, P.C. (2012) Separation Process Engineering, 3rd ed., Michigan: Pearson Education, Inc.
Note: Numerous books dealing on one or several separation processes can be found at the Learning Resource
Center. Ask the help of our librarian.
Course Policies
SSD Project Team
You are to form a project team of up to three members to work on the Separation System Design Project in the
second half of the semester. You are allowed up to Week 9 to decide on strategic teammates. By Week 10, you
must already inform the instructor of the final composition of your team.
Attendance and Tardiness
You are required to attend all classes. The policies in the USC Student Manual (2013 Edition) shall be followed.
Coming to class on time is also required. If you are more than 15 minutes late, do not anymore enter the classroom.
You are only allowed three instances of up to 15-minute tardiness for the entire semester. Once you have reached
that allowed number, you will no longer be allowed to come inside the classroom late, even if you are only 1-minute
tardy.
Tests and Examinations
No make-up will be given for missed long tests as these tests are only formative in nature. If you are not able to
take any of the two final examinations on the scheduled date, you can make a formal written request to take a
make-up examination but only in cases when you missed an examination due to serious medical condition or
personal emergency. Pertinent supporting documents must be attached to your letter of request. Any request
stands both chances of getting granted or denied. The instructor shall be the one to set the date and time of the
make-up exam.
Timely Submission of Required Outputs
Indicated in the learning plan above are the weeks when the three required outputs (PORT, EPA & SSD) are
respectively due. The exact date and time of the submission deadline will be announced a week before. Outputs
submitted beyond the deadline will not be accepted and will automatically lead to an INC rating for the course. To
complete the INC, new equivalent tasks will be required.
Communication
All course-related communications outside of class should be done through the course email
chelaboratory512@gmail.com. Supplementary learning materials, announcements, instructions and the like will be
through such email. Make sure that you regularly check your inbox.
Use of Gadgets in Class
Gadgets should only be used in class in aid of learning. It may be allowed that you go online in the classroom if you
want to find out more about the topic being taken up. In no way that you are allowed to use your gadgets in class to
do social networking, games, or other activities that have no direct bearing on the ongoing class activity. At all
times, set your gadgets on silent mode.

© Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 5