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CHEN
3660 - Chemical Engineering Separations
Course Syllabus
Summer 2006
Dr. Placek
Instructor Information |
Name |
Dr
Timothy D. Placek |
Email |
placetd@auburn.edu |
Office
location |
212
L-Building |
Office
hours |
Office Hours: M, W, F: 1:00-3:00 or by appointment
|
Phone |
(334)
844-2022 |
Webpage |
Dr.
Timothy D. Placek |
Teaching
Philosophy |
Statement
of Teaching Philosophy |
Course Description |
Course
title |
Chemical
Engineering Separations |
Course
description |
CHEN
3660: CHEMICAL ENGINEERING SEPARATIONS (3). Pr. Completion of
CHEN 3370 and 3620 with a grade of C or better. Coreq. Separation
processes including distillation, extraction, membrane separation,
and other separation operations.
Separation
processes including distillation, extraction, membrane separation,
and other separation operations. |
Course
schedule |
http://www.eng.auburn.edu/~tplacek/courses/3660/3660schedule.shtml |
Textbooks |
Required |
Seader, Henley, Separation Process Principles, 2e, John Wiley
& Sons, 2006. ISBN: 0471464805
Suggested
references:
(1) Geankopolis, Transport Processes and Unit Operations, Prentice-Hall
(any edition)
(2) McCabe/Smith/Harriott, Unit Operations of Chemical Engineering,
McGraw-Hill. (any edition) |
Grader and Teaching Assistant |
Grader(s) |
GTA:
RyAnne Noss
Office: Wilmore 194
Office Hours: Email or phone for an appointment
Phone: 844-8059
E-mail: dialkim@auburn.edu
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Course Outcomes |
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Course
outcomes define the desired level of learning that is to be
accomplished by a student at the time of the completion of the
course. Each outcome consists of a skill or attitude as well
as a desired mastery level. By defining specific course outcomes,
both students and faculty can ensure that the technical and
professional subject material essential to the course is covered
as well as detailing the degree of mastery expected.
Course
Outcomes (Numbers in parentheses refer to PEO’s)
Upon
successful completion of this course, students should be able
to:
1.
Explain and define the following equilibrium concepts: K value,
relative volatility, equilibrium, azeotrope, DePriester (K)
chart, bubble point and dew point, Gibb’s phase rule,
lever-arm rule. (1)
2. Employ binary equilibrium diagrams (x-y, T-x-y, H-x-y) to
identify the state of a system, the composition of its phases,
the temperature dependences (bubble point, dew point, superheat
temperature). (1)
3. Employ relationships K-charts or equations to be able to
determine the bubble point and dew point of multicomponent systems.
(1)
4. Be able to convert and redraw equilibrium data between x-y,
T-x-y, and H-x-y diagrams. (1)
5. Be able to employ graphical programs (Excel, etc) to be able
to produce quality equilibrium diagrams. (4)
6. Sketch and provide notation for basic flash distillation
processes. (2)
7. Derive and plot the operating line for binary flash distillation
on a x-y diagram. (1)
8. Use specified sequential techniques and simultaneous techniques
to solve binary and multicomponent flash problems after identifying
which technique is appropriate for a given situation. (2,4)
9. Derive the Rachford-Rice equation and employ it to determine
the solution to problems where vapor fraction is specified.
(1)
10. Explain why narrow boiling and wide boiling mixtures are
handled differently when simultaneous multicomponent flash problems
are encountered. (1)
11. Explain physically how a distillation column works. Sketch
and identify the internal features and auxiliaries. (2)
12. Differentiate between total and partial condensers and reboilers
including the fashion in which equilibrium data is employed.
(1)
13. Write and solve the external mass and energy balances associated
with two product single feed distillation columns. (2)
14. Explain the difference between design problems and rating
problems. (5)
15. Explain the source and purpose of reflux liquid and reboiled
vapor. (1)
16. Identify and differentiate between rectification (enriching)
and stripping sections. Be able to derive operating equations
(lines) for both sections. Be able to derive the equation for
the feed operating line. (1)
17. Discuss the expected temperature profile in a distillation
column and its affect on tray compositions. (1)
18. Understand the assumptions made when employing the constant
molal overflow condition. (1)
19. Calculate the feed quality and explain its effect on vapor
and liquid flow rates above and below the feed stage. Be able
to work with the concepts of superheated feeds and subcooled
feeds. (1)
20. Use the McCabe-Thiele method to design/rate distillation
columns. Employ stage efficiency data to determine actual number
of stages. Correctly differentiate between internal stages and
equilibrium situations in column externals. (1)
21. Understand and employ the concepts of limiting conditions
(total reflux, minimum reflux, other pinch conditions) (1)
22. Perform calculations on columns that do not employ condensers
(liquid feed at top) or reboilers (vapor feed at bottom, steam
extraction, etc). (1)
23. Explain multicomponent distillation concepts such as key
components, non-key components, distributing components (sandwiches
components), and optimum feed stage. (1)
24. Explain and outline the general procedure for stage-by-stage
analysis of multicomponent distillation. Solve these procedures
for constant relative volatility systems. Solve these procedures
using bubble point or dew point calculations on each stage.
(1,2)
25. Explain the use of various shortcut methods (Fenske, Underwood,
Gilliland). Employ these techniques to develop approximate column
designs. Appreciate the limitations of each of these approaches.
Be able to calculate an appropriate average relative volatility
when variable volatility is encountered. (1,5)
26. Explain and define liquid-liquid extraction terminology
including solubility envelope, plait point, extract, raffinate,
solvent, solute, conjugate line. (1)
27. Read and employ the data from equilateral triangular diagrams,
right triangular diagrams. Be able to convert from one diagram
representation to another as well as to be able to switch axes
on the latter diagram. (1)
28. Solve single contact extractions, cross current extractions
and counter current extractions graphically. (1,5)
29. Explain how solute removal is affected by solvent rate.
Explain what is analogous to minimum reflux ratio in distillation.
Explain what happens as the solvent to feed ratio is altered.
Define the concept of “delta” and be able to derive
the values of “delta” composition. (1)
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Homework Policy |
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Homework
is due at the beginning of the class indicated.
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Late homework (without an official university/medical excuse)
will not be accepted.
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Homework grades are weighted 105% to allow for occasional
"slip-ups".
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You may work with classmates on homework but the work you
turn in is to represent your personal effort.
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The format of the regular homework is to
be consistent with published
departmental format and style sheets. Credit will be lost
for sloppy or unclear work.
The Daily
Schedule should be consulted for homework assignment due
dates. Special notices may also be posted to this area so
check frequently for updates and new information.
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Important Dates: 2006 Summer Term |
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May 17 Pre-Term Preparation
May 18 Classes begin
May 29 Memorial Day Holiday
June 22 Mid Semester (25th Class Day)
July 3-4 Independence Day (Holiday)
Aug 1 Classes End
Aug 2-4 Final Exam Period
Aug 7 Graduation
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Class Announcements |
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Class
announcements such as assignment clarifications, etc. will be
made verbally in class, via class email, or through the course
web site. It is your responsibility to attend class, and check
the course web material regularly. |
Quizzes
and Examinations |
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Quizzes:
-
Unannounced short quizzes will be given (generally once each
week) to reinforce important principles and to encourage preparation
for class.
-
Quizzes will not be able to be made up without an official
university/medical excuse.
- Quizzes
will generally be given at the beginning of the class hour.
If you arrive late, do not expect to receive additional time.
Hour
Exams:
- Three
examinations will be given during the semester to demonstrate
the student's ability to utilize the material lectured on
and presented in the text as reading assignments. Examinations
are also used to evaluate the student's success in meeting
published course outcomes.
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The exams will be open book in format.
- Students
may prepare and utilize personally prepared handwritten notes
during the exams. The format and other restrictions on these
notes will be discussed in class. These notes will be turned
in with the exam and returned with the graded exam.
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No other materials can be used during the exam (homework,
class notes, old exams, etc.).
-
Makeup exams will be accomodated for students with an official
university excuse.
- Students
arriving late or unprepared for exams will not be given additional
consideration.
- Exams
will be recollected by the department after students have
an opportunity to view and copy the exams if they wish. Exams
are maintained by the department for accreditation purposes.
Final
Exam:
-
A 2-1/2 hour comprehensive final examination will be given
at the official time.
-
Students arriving after the official start time of the final
examination will not be given additional time.
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Graded Material |
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You
are advised to keep on file all graded materials in case there
is a question about your course grade. |
Grading
Policy |
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Your
final grade will be determined by proportionally weighting performance
in the following areas
- Hour+
Exams (3) - 20% each
- Final
- 30%
- Homework
and Classwork - 30% (includes homework, quizzes,
and other projects)
Grade breakpoints are determined according to University Bulletin
criteria applied to each area. The following summarizes the
criteria published in the University Bulletin
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A: Superior
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B: Good (not Superior)
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C: Acceptable (not Good)
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D: Passing (not Acceptable and not Failing)
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F: Failing (not Passing)
The
breakpoints employed for the three exams are established by
student performance and will be announce when the exams are
returned. These may vary from exam to exam and reflect the difficulty
of the material and other factors.
Breakpoints for homework assignments and quizzes are: A=92%,
B=84%, C=76%, D=64%.
The "traditional" factors of 90/80/70/60 are not observed.
Characteristics of Grade Benchmarks (employed in all courses
taught)
A
- Student clearly demonstrates an in-depth technical understanding
of the concepts. Able to offer different technical viewpoints
and solutions to a problem. Demonstrates the ability to apply
the concepts creatively. Consistently carries problems to a
final and justified solution. Demonstrates technical leadership
in the subject.
B
- Student demonstrates a technical understanding sufficient
for solving the majority of problems. Able to propose at least
one technical solution or viewpoint to a problem. Consistently
carries problems to a satisfactory solution. Can explain and
justify a conclusion or approach most of the time.
C
- Student demonstrates a technical understanding sufficient
for solving straightforward problems but may have trouble with
more complex variations or situations. Carries problems through
to an adequate solution most of the time. Able to explain and
justify conclusions or approaches for many cases but with uncertainty.
D
- Student's ability to apply the concepts even to straight-forward
problems is marginal. Carries problems through to an adequate
solution only sporadically. The ability to explain or justify
conclusions is weak and sporadic. There would be a question
with regard to the ability to work in the area in an industrial
setting.
F
- Student's ability to apply the concepts to problems is seriously
in question. The ability to do industrial work in the area undemonstrated.
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Academic
Honesty |
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In
order to articulate fully its commitment to academic honesty
and to protect members of its community from the results of
dishonest conduct Auburn University has adopted policies to
deal with cases of academic dishonesty. These policies are intended
not only to emphasize the imperative of integrity, but also
to protect the rights of all members of the university community.
The complete academic regulations concerning cheating are located
in the Tiger Cub Student Handbook, Code of Laws, Title XII,
Student Academic Honesty Code, Chapters 1200-1203.
Departmental
Honesty Statement: By affixing my signature below, I
acknowledge I am aware of the Auburn University policy concerning
academic honesty, plagiarism, and cheating. This policy is defined
in the current Tiger Cub Student Handbook, Code of Laws, Title
XII, Student Academic Honesty Code, Chapters 1200-1203. I further
attest that the work I am submitting with this exam is solely
my own and was developed during the exam. I have used no notes,
materials, or other aids except those permitted by the instructor.
The
following information is the implimentation and delineation
of those policies by the above faculty member.
When
a student is suspected of violating academic honesty standards,
the faculty member will, as soon as reasonably possible, notify
the student of the suspected infraction, seek the student's
explanation, undertake any further investigation the faculty
member considers appropriate, and initially determine whether
a violation of the academic honesty policy has likely occurred.
If
an act of academic dishonesty is determined to have likely occurred
the matter will be turned over to the Auburn University Academic
Honesty Committee
Forms
of Academic Dishonesty
Plagiarism
is the inclusion of someone else's words, ideas, or data as
one's own work. When a student submits work for credit that
includes the words, ideas, or data of others, the source of
that information must be acknowledged through complete, accurate,
and specific references, and, if verbatim statements are included,
through quotation marks as well. By placing his/her name on
work submitted for credit, the student certifies the originality
of all work not otherwise identified by appropriate acknowledgments.
Plagiarism covers unpublished as well as published sources.
Examples
of plagiarism include, but are not limited to: 1. Quoting another
person's actual words, complete sentences or paragraphs, or
an entire piece of written work without acknowledgment of the
source; 2. Using another person's ideas, opinions, or theory,
even if it is completely paraphrased in one's own words without
acknowledgment of the source; 3. Borrowing facts, statistics,
or other illustrative materials that are not clearly common
knowledge without acknowledgment of the source; 4. Copying another
student's essay test answers; 5. Copying, or allowing another
student to copy, a computer file that contains another student's
assignment, and submitting it, in part or in its entirety, as
one's own; or 6. Working together on an assignment, sharing
the computer files and programs involved, and then submitting
individual copies of the assignment as one's own individual
work. Students are urged to consult with individual faculty
members, academic departments, or recognized handbooks in their
field if in doubt regarding issues of plagiarism.
Fabrication
is the use of invented information or the falsification of research
or other findings.
Examples
include, but are not limited to: 1. Citation of information
not taken from the source indicated. This may include the incorrect
documentation of secondary source materials; 2. Listing sources
in a bibliography not used in the academic exercise; 3. Submission
in a paper, thesis, lab report, or other academic exercise of
falsified, invented, or fictitious data or evidence, or deliberate
and knowing concealment or distortion of the true nature, origin,
or function of such data or evidence; or 4. Submitting as your
own any academic exercises (e.g., written work, printing, sculpture,
etc.) prepared totally or in part by another.
Cheating
is an act or an attempted act of deception by which a student
seeks to misrepresent that he or she has mastered information
on an academic exercise that he or she has not mastered. Examples
include, but are not limited to: 1. Copying from another student's
test paper; 2. Allowing another student to copy from a test
paper; 3. Unauthorized use of course textbook or other materials
such as a notebook to complete a test or other assignment from
the faculty member; 4. Collaborating on a test, quiz, or other
project with any other person(s) without authorization. 5. Using
or processing specifically prepared materials during a test
(e.g., notes, formula lists, notes written on the students clothing,
etc.) that are not authorized; or 6. Taking a test for someone
else or permitting someone else to take a test for you.
Academic
Misconduct includes other academically dishonest acts such
as tampering with grades or taking part in obtaining or distributing
any part of an administered or unadministered test. Examples
include, but are not limited to: 1. Stealing, buying, or otherwise
obtaining all or part of an administered or unadministered test;
2. Selling or giving away all or part of an administered or
unadministered test including questions and/or answers; 3. Bribing
any other person to obtain an administered or unadministered
test or any information about the test; 4. Entering a building
or office for the purpose of changing a grade in a grade book,
on a test, or on other work for which a grade is given; 5. Changing,
altering, or being an accessory to the changing and/or altering
of a grade in a grade book, on a test, a "change of grade" form,
or other official academic records of the University that relate
to grades; 6. Entering a building or office for the purpose
of obtaining an administered or unadministered test; 7. Continuing
to work on an examination or project after the specified allotted
time has elapsed; 8. Any buying or otherwise acquiring any theme
report, term paper, essay, computer software, other written
work, and handing it in as your own to fulfill academic requirement;
or 9. Any selling, giving, or otherwise supplying to another
student for use in fulfilling academic requirements any theme,
report, term paper, essay, computer software, other written
work.
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Special Accommodations |
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Students
needing special accommodations (for school events, personal circumstances,
disabilities, etc.) should bring that need to my attention as
soon as possible, along with the appropriate written verification. |
Electronic Devices |
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Electronic
devices such as cell phones, pagers, and alarms must be turned
off or set to silent mode throughout class. Disruptions of
the class during examinations will result in loss of 10% of the
exam credit. |
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