FACULTY: ENGINEERING AND THE BUILT ENVIRONMENT
DEPARTMENT: CHEMICAL ENGINEERING
QUALIFICATION: Bachelor of Engineering Technology Honours in Chemical
Engineering
QUALIFICATION CODE: BEHCE1
Study Guide
2025
SUBJECT : Separation Technology
SUBJECT CODE: STEC101
SAQA CREDITS : 12 credits
This module was revised on: February 2025
Revised by: Dr M Shezi
Name of Lecturer
Office
: Dr M Shezi
: S4 Level 1
Campus location
: Steve Biko Campus
Telephone
: 031373 2218/2498
E-Mail
: manqobas@dut.ac.za
Consultation times with Lecturer: Kindly send email for an appointment
Head of Department
: Dr P T Ngema
Programme coordinator : Ms Chazekile Dlamini
Campus location
: Steve Biko Campus
Room number
: S4 Level 1
Telephone
: 031 373 2218
Departmental Secretary / Programme secretary
: Ms L.P. Radebe
Contact details
: lungiler1@dut.ac.za
Lectures
: Tuesday : 17h00 to 20h00 -BS2304
Practicals
: N/A
Tutorials
: Will be done during lectures
Lecture Venue
: BS2304 STEVE BIKO CAMPUS
Practical Venue
: N/A
Tutorial Venue
: BS2304 STEVE BIKO CAMPUS
Duration
: 14 Weeks
Relevant Policies and rules: Besides the regulations outlined in this leaner guide,
the rules and policies presented in the DUT General Handbook and the Department
of Chemical Engineering Handbook will apply.
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1. Welcome
Welcome to the Separation Technology module. This module involves using scientific
knowledge to undertake more advanced separation processes. It is the continuation of the
unit operation module undertaken in the Bachelor of Engineering Technology Degree.
2. Using your online ThinkLearnZone (Moodle) classroom
All taught subjects/modules have their online classroom on the ThinkLearnZone.
You can access your classroom at https://tlzprod.dut.ac.za
Click on (Log in) on top right hand corner
On the next screen click on “OpenID Connect”
Use your dut4life email address to sign (yourstudentnumber@dut4life.ac.za) and
your email password as your password (Dut + first six digits of your ID no., e.g.
Dut980610. For first-time 2020 students - use $$Dut + first six digits of your ID
no., e.g. $$Dut980610)
Ask your lecturer for guidance or check out “how to log in” from here:
https://www.dut.ac.za/elearning/faq_students/
The e-learning website also has contact information for help and technical
assistance http://elearning.dut.ac.za/contacts/
You can call the e-learning helpdesk on 031 373 67810 or email them on
tlzsupport@dut.ac.za
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3.
Introduction to the module
This course introduces you to analyzing and designing complex mass transfer operations and
separation processes. We focus on multicomponent distillation, laying the foundation for
computer-aided design packages. Further aspects of distillation, such as residue curves,
extractive distillation, and homogeneous and heterogeneous azeotropic distillation, will be dealt
with. Also highlights gas-liquid, absorption in plate and columns, estimation of mass transfer
coefficients for packed columns, transfer units and height equivalent to a theoretical stage or
plate (HETS or HETP). In addition, Liquid-Liquid and fluid-solid separation processes such
as extraction, crystallization, ion exchange and Reverse Osmosis will also be covered.
The module will be assessed as an individual test and assignment with the graduate attributes
associated with this module. Where they can demonstrate their initiative, ingenuity,
originality, creativity and critical thinking skills.
4.
Learning outcomes
The assessment criteria for the Graduate Attributes are detailed in Appendix 1. The Graduate
Attributes will be assessed at a high level.
5.
Learning, teaching and assessment strategies
a) Learning activities
This course learning activities combine formal lectures and tutorials, computer application
lectures and tutorials, and consultations throughout the course. These activities will give you
the knowledge and guidance required to complete this course successfully. Students must
attend all contact lectures.
b) Graduate Attributes
Engineering Council of South Africa (ECSA) Graduate Attributes: (GAs) as per ECSA
document E-02-PT: Qualification Standard for Bachelor of Engineering Technology: NQF
Level 7
The level of assessment will be of the type expected during the fourth year of engineering
studies. The level of competence assessment should prepare the student to engage in higher
levels of engineering study. This module assesses GA 2 which is the application of scientific
and engineering knowledge.
Graduate Attribute 2: Application of scientific and engineering knowledge
Apply mathematics, natural science and engineering sciences knowledge to define and apply
engineering procedures, processes, systems and methodologies to solve broadly defined
engineering problems.
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Range Statement: Knowledge of mathematics, natural science and engineering science is characterized
by:
1. A knowledge of mathematics using formalism and oriented toward engineering analysis and
modelling; fundamental knowledge of natural science: both as relevant to a sub-discipline or
recognised practice area.
2. A coherent range of fundamental principles in engineering science and technology underlying
an engineering sub-discipline or recognised practice area.
3. A systematic body of established and emerging knowledge in specialist or recognized practice
areas.
4. The use of mathematics, natural sciences and engineering sciences, supported by established
models, to aid in solving broadly defined engineering problems.
c) Assessment
The assessment for Separation Technology will be based on two tests and one assignment. You
will be assessed on the outcomes/competencies. The evaluation of your abilities in these areas
is done through the two written tests and assignment of your work measured against a specific
set of criteria (which will be made available to you with each assessment task).
The student is assessed on a year mark system incorporating a course mark and an examination
mark. The final mark is based on two tests and assignments for the course, as indicated below.
A 75% or 1 for the GA is required for a student to pass. An overall 50% or more result is
necessary to achieve a pass.
The overall DP Mark for the Separation Technology will be determined as follows:
Assessments
Contribution
Sub-minimum
Test 1
30%
0
Test 2
30 %
0
Tutorial test (self-study)
10%
Assignment
30 %
30%
DP mark = 0.3 (Test 1) + 0.3 (Test 2) + 0.3 (Assignment)+0.1(Tutorial test)
NB: In 2024, this course will be examinable; obtaining a DP mark greater than 40% is important.
You must achieve 75% and above on the Assignment for GAs to pass. The assignment consists of all
ECSA GA mentioned in this study guide.
NB. All of the above requirements are compulsory. A student must fulfil all of the above
requirements to pass Separation Technology.
•
A register will be taken at each class. Should your name not appear on the ITS list, please
contact the secretary to determine why this is so. If this omission continues until the end of
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April, the student will not be allowed in the online class. All submissions and assessments
will not be marked.
Missing of Tests
Any student who misses a test will have to make a formal application to the department, on the
prescribed form, within 5 working days, for permission to write the special test. Students missing either
test 1 or test 2 will write a special test at the end of the semester that covers all the work.
d)
Activities to promote learning
A tutorial section will be scheduled in the timetable, and the tutor will be available to assist the students.
The lecture will motivate the students every week. The feedback will be given to students after each
assessment. The ideas and complaints of students will be considered and addressed, respectively, to
improve teaching and learning.
Professional Development: Our programme strongly emphasizes your development as a chemical
engineering practitioner. This includes the development of the skills needed to be a competent
engineering practitioner beyond the technical competency required. These skills include effective
written and graphical presentation, time management, working to specifications, teamwork, and
working to deadlines. The development of these skills will be achieved through the design reports.
Assignment Submissions
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning
process. The academic credentials you earn are rooted in principles of honesty and academic
integrity. The Department of Chemical Engineering uses a software tool to assist students with
regard to Copyright and plagiarism (Section 6):
All reports and assignments must be submitted first through the TURNITIN Software prior to
submitting a hardcopy for assessment.
• Turnitin Requirements:
The web address is: www.turnitin.com
o
o
o
o
o
o
The class ID and password for access to TURNITIN will be emailed to all registered
students using their dut4life email addresses.
Students are requested to upload their reports onto this system and print the copy for
submission from the TURNITIN site.
The final hardcopy with the originality report is to be deposited into the department
submission box.
Please note that:
Students need to upload their reports onto Turnitin at least two days before the due date
as the system takes a while to check for plagiarism;
A report not submitted on Turnitin by the due date, will not be marked. The
allocated mark will be zero.
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•
A sliding scale penalty will be applied to reports with excessive similarity index.
Although the requirement is 7%, an allowable up to 15% will be given, after which
the following will apply:
o 16 to 25% - minus 10% of the final mark for the report
o 26 to 35% - minus 20% of the final mark for the report
o 36 to 45% - minus 30% of the final mark for the report
o 46 to 55% - minus 40% of the final mark for the report
o 56 to 65% - minus 50% of the final mark for the report
o 66 to 75% - minus 60 % of the final mark for the report
o 76 to 100% - receives a zero for the report.
e) Library orientation: Consult the library for the following prescribed textbooks;
✓ Seader, J.D; Henley, E; Roper, J. 2011. Separation Process Principles Chemical and
Biochemical Operation, 3rd Ed, John Wiley and Sons, Inc
✓ McCabe, W. L; Smith, J. C; Harriot, P. 2005. Unit Operations of Chemical Engineering,
7th Ed, McGraw-Hill Int.
✓ Coulson, J. M; Richardson, J. F. 2002. Chemical Engineering, Volume 2.
✓ Treybal, R. E. 1994, Mass Transfer Operations
✓ McCabe, W. L; Smith, J. C. 2006. Unit Operation for Chemical Engineering
✓ Foust, S. 1990. Principal of Unit Operation
6.
Scheme of work
Chapter 1: Distillation process
• Vapour- Liquid separation process.
• Multi-component distillation
• System configuration, degrees of freedom and variable specification.
• Limiting reflux and contracting requirements, splits of non-key components,
and estimates of stage requirements.
• Structure of computational procedures, stage-to-stage calculations, and
simultaneous solutions to system equations.
Chapter 2: Computer-aided Design and Analysis
• Introduction to Chemcad simulation
• Steady-state simulations – use and context, multicomponent examples – ideal
and non-ideal mixtures and complex column specifications.
• Separation of non-ideal mixtures (Azeotropic, extractive and reactive
distillation).
• Residue curve map generation and analysis
Chapter 3: Absorption
• Gas -Liquid Separation process
• Gas Absorption in plates and packed columns
• Rate expressions and mass transfer coefficients for packed columns.
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•
Transfer units and height equivalent to a theoretical stage or plate (HETS or
HETP)
Chapter 4 Extraction
• Liquid-Liquid extraction
• Solvent selection and design of LLE systems
Chapter 5: Crystallization
• Introduction and equipment for crystallisation
• Crystallization theory
Chapter 6: Membrane separation process -Self-study*
• Ion-exchange process
• Reverse osmosis process
7.
Copyright and plagiarism
You are expected to exhibit honesty and use ethical behavior in all aspects of the learning
process. Academic credentials you earn are rooted in principles of honesty and academic
integrity.
Academic dishonesty is to knowingly act in a way that result or could result in unearned
academic credit or advantage. Any act of Academic dishonesty can result in serious
consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the
transcript (any act of academic dishonesty will be recorded in your student academic record),
and/or suspension or expulsion from the university.
The following illustrates some examples of academic dishonesty:
A. Plagiarism, e.g. the submission of work that is not one's own or for which other credit has been
obtained, is prohibited.
“Plagiarism refers to the use of another's information, language, or writing when done without
proper acknowledgement of the original source. Plagiarism is an element of dishonesty in
attempting to pass off another’s work as your own. Plagiarism is the unauthorized use or close
imitation of the language and thoughts of another author and the representation of them as one's
own original work.”
Students are to insure that in all reports/presentations, information and ideas from other sources
must be properly referenced as per issued guidelines. Students will be required to submit their
major project work electronically, as well as in hard copy so that we can verify academic
honesty. If a student is found copying, they will automatically receive a zero mark for that
section.
B. Copying or using unauthorized aids in tests and examinations.
C. Falsification of documents issued to the university and documentation received from the
university.
Any act of Academic dishonesty will be dealt with in accordance to the rules and
regulations as specified in the General Handbook for Students
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8.
Student support
The lecturers will be available during consultation times to address any issue related to or
assistance required in this course. General concerns of the students may also be channelled
through the class representative to the lecturer or presented at the Student-Staff Committee
(SSC) meetings. The SSC, which meets once a term, is a forum where student class reps and
the HOD meet to discuss concerns and problems the chemical engineering students are
experiencing in their academic programme. Assistance required in the laboratories and access
to the laboratories may be obtained from the laboratory technician responsible for the
laboratory.
Some communication to students relating to this subject will be via the DUT Student Email
Portal. Extensive student support relating to personal issues is available through the Student
Counselling Department.
Writing Centre
The writing centre is available at the Alan Pittendrigh Library on the Steve Biko campus. They
have trained tutors that will be able to guide, advise, and support you, with the aim of
developing your writing skills and confidence. They will listen and help you to put together
your ideas and thoughts. However, they will not edit any document for you. The service is
available to all registered students, and you may use it as you see fit, however, the course
lecturer may insist on it being compulsory for certain learners. You may visit them personally
or contact the secretary (Ms Shahieda Kraft) at 031 373 6735 / shahiedak@dut.ac.za
9.
Work Integrated Learning (WIL), industry, community, and occupationrelated information.
➢ The various outputs as outline are intended to simulate typical activities that chemical
engineering students will encounter on completing of the qualification. The approach to
problem analysis, problem solving, team work, communication and the use of relevant
computational methods/tools are some of the key competencies developed in this course and
required in the work environment.
➢ The chemical engineering profession is guided and governed by two national bodies. The
statutory body for the engineering profession is the Engineering Council of South Africa
(ECSA). One of its key responsibilities is the accreditation of engineering qualifications and
the registration of engineering professionals. The other national body is the South African
Institution of Chemical Engineers (SAIChE) which is a learned body which promotes the
activities of chemical engineering and is affiliated to ECSA. Students are encouraged to become
student members of SAIChE to keep abreast with developments in the area of chemical
engineering.
➢ Web addresses: www.ecsa.co.za and www.saiche.co.za.
10.
Quality assurance and enhancement
During this course, the student will be required to provide feedback on their learning
experience. Feedback will be required on the course and on the effectiveness of the lecturer to
promote and enhance your learning. Feedback is vital as it helps the department and the lecturer
to overcome and address any shortcomings that may exist in the delivery of the course.
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APPENDIX 1: Graduate Attributes and assessment criteria
Learning outcomes
Assessment criteria
Assessment methods
Develop an integrated approach to apply knowledge
of mathematics, natural science and engineering
sciences to systematically diagnose and solve chemical
engineering problems.
1.
An open ended design scope with certain constraints is assigned to students.
The creative solution to the problem requires: identification, formulation and
analysis of the problem; collection of relevant information (physical and
chemical properties, correlations and design procedures) from a variety of
sources; and considerations of technical, social, environmental and economic
factors. The assessment is based on how effectively, in the judgment of the
examiners, mathematical procedures and scientific and engineering
knowledge was applied to the solution of the problem at hand.
2.
3.
4.
5.
6.
7.
Demonstrate competence to perform creative,
procedural and non-procedural design and synthesis
of components, systems, engineering works, products
or processes of a complex nature.
1.
2.
This module was revised on: February 2025
Revised by: Dr M Shezi
The problem is analysed and defined and
criteria are identified for an acceptable
solution.
Relevant information and engineering
knowledge and skills are identified for
solving the problem.
An appropriate mix of knowledge of
mathematics,
numerical
analysis,
statistics, natural science and engineering
science at a fundamental level and in a
specialist area is brought to bear on the
solution
Possible approaches are generated and
formulated that would lead to a workable
solution for the problem.
Possible solutions are modelled and
analysed.
Possible solutions are evaluated and the
best solution is selected.
The solution is formulated and presented
in an appropriate form
The design problem is formulated to
satisfy user needs, applicable standards,
codes of practice and legislation.
The design process is planned and
managed to focus on important issues and
recognises and deals with constraints.
The Outcomes is assessed against the detailed assessment criteria for the
specified design.
The student must, in the professional judgment of the internal examiner (as
validated by the external moderator), present a design report that
demonstrate correct application of scientific and engineering principles
application of appropriate engineering codes of practice; and the application
of appropriate engineering tools in the design of selected processes recognising
3.
4.
5.
Demonstrate competence to use appropriate
techniques, resources, and modern engineering tools,
including information technology, prediction and
modelling, for the solution of complex problems, with
an understanding of the limitations, restrictions,
premises, assumptions and constraints
1.
2.
3.
4.
Demonstrate
competence
to
communicate
effectively, both orally and in writing, with engineering
audiences and the community at large.
1.
2.
3.
4.
Knowledge, information and resources are
acquired and evaluated in order to apply
appropriate principles and design tools to
provide a workable solution.
Design tasks are performed including
analysis, quantitative modelling and
optimisation of the product, system or
process subject to the relevant premises,
assumptions, constraints and restrictions.
Alternatives
are
evaluated
for
implementation and a preferred solution
is selected based on techno-economic
analysis and judgement.
The method, skill or tool is assessed for
applicability and limitations against the
required result.
The method, skill or tool is applied correctly
to achieve the required result.
Results produced by the method, skill or
tool are tested and assessed against
required results.
Computer applications are created,
selected and used as required by the
discipline
The structure, style and language of written
and oral communication are appropriate for
the purpose of the communication and the
target audience.
Graphics used are appropriate and effective
in enhancing the meaning of text.
Visual materials used enhance oral
communications.
Accepted methods are used for providing
information to others involved in the
engineering activity.
and dealing with technical, environmental and economic constraints. The
selected process should be presented with a critical review in a written form.
In order to successfully complete the design, students must include simulations,
e.g. Aspen/Chemcad and customized Excel spreadsheets. Additional software
for plant layout and P&ID drawings of their design, and costing may also be
used.
In addition to computational component required in the design report, there
may be several tutorial exercises which will contribute to the final mark
Written communication is assessed by both the examiner and the moderator
to ensure that it conforms norms of scientific writing, correct referencing styles
and appropriate clarity.
The standard of the oral presentation must be to the satisfaction of the
examiner and the moderator in order to pass the course. The criteria will focus
on: uses appropriate structure, style and language; visual materials; fluency;
and technical appropriateness.
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5.
Demonstrate knowledge and understanding of the
impact of engineering activities on society, economy,
industrial and physical environment.
1.
2.
3.
Engage in independent and life-long learning through
well-developed learning skills.
1.
2.
3.
4.
5.
Oral communication is delivered fluently
with the intended meaning being apparent.
The impact of technology/ proposed design
is explained in terms of the benefits and
limitations to society.
The engineering activity is analysed in terms
of the impact on the physical environment,
and the occupational and public health and
safety.
Mitigating steps are suggested to minimise
the impact on the physical environment,
and the occupational and public health and
safety.
Learning tasks are managed autonomously
and ethically, individually and in learning
groups.
Learning undertaken is reflected on and
own learning requirements and strategies
are determined to suit personal learning
style and preferences.
Relevant information is sourced, organised
and evaluated
Knowledge acquired outside of formal
instruction is comprehended and applied.
Assumptions are challenged critically and
new thinking is embraced
The student must, in the professional judgment of the internal examiner (as
validated by the external moderator), present a design report that
demonstrate correct application and level of application of economic and
environmental knowledge in analysing the proposed design and dealing with
technical, environmental and economic constraints. This should be presented
with a critical review in a written form.
Evidence of independent learning will be judged by the report submitted where
application of knowledge, appropriate application in analyses and critical
engagement with the knowledge in the discussion and conclusions are drawn.
The examiner and moderator will judge the ability of the student to work
independently from the methodology, analysis of data and the justification for
the solutions presented in the conclusions.
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Academic Concerns Resolution Protocol: A Sequential Guide for Students
1. Speak to the Lecturer
•Initiate a Meeting: manqobas@dut.ac.za
•Schedule a meeting with the lecturer to discuss your concerns. This
could be done through email or during the lecturer's office hours.
•Prepare Documentation: Bring any relevant documentation, such
as marked assignments, quizzes or tests, to support your concerns.
•Express Concerns: In a respectful and constructive manner, explain
your queries regarding marks or any issues with the lecturer's conduct.
Seek clarification and discuss possible solutions.
2. Escalate to the
Head of the Department
(HOD)
•Submit a Formal Complaint: If the issue remains unresolved after
speaking with the lecturer, submit a formal written complaint to the
HOD via the office of the departmental secretary email:
lungiler1@dut.ac.za
•Include Details: Clearly outline the nature of your concerns, actions
taken so far, and any supporting documentation.
•Request a Meeting: Request a meeting with the HOD to discuss the
matter further.
3. Dean's Involvement
(if necessary)
•Appeal to the Dean: If your concerns are not adequately
addressed by the HOD, you may escalate the matter to the Dean of
the Faculty via the office Quality Promotion Officer via email:
keletsom@dut.ac.za
•Formalise the Complaint: Prepare a formal written complaint
including a summary of your previous interactions and the reasons for
escalating the issue.
•Meet with the Dean: To present your case, be prepared to discuss
the specific issues and the steps you've taken to resolve them.
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