A Review of Niobium-Tantalum Separation in Hydrometallurgy
Niobium and tantalum are chemically similar and are associated with each other in nature which makes it very difficult to separate. For many years, the separation of tantalum from niobium involved the fractional crystallization of potassium heptafluorotantalate away from potassium oxypentafluoroniobate monohydrate, this method has been supplanted by solvent extraction from fluoride-containing solutions by the use of solvent extractants such as Octanol, bis(2-ethylhexyl)phosphoric acid (DEHPA), Alamine 336, methyl isobutyl ketone (MIBK), tri-nbutyl phosphate (TBP) or cyclohexanone. A detailed review of the various processes involved in the breakdown treatment of niobium and tantalum primary sources, extraction and separation and newer processes of extraction as well as the various technique involved were discussed. Keyword: Niobium, Tantalum, Columbite, Tantalite, Solvent extractant and Solvent extraction.
Separation of niobium and tantalum by extraction chromatography with bis(2-ethylhexyl)phosphoric acid.
A novel method is developed for the reversed-phase extractive chromatographic separation of niobium and tantalum with bis(2-ethylhexyl)phosphoric acid. Niobium is extracted from 1-10M hydrochloric acid and can be stripped with 3M sulphuric acid containing 2% hydrogen peroxide. Tantalum is extracted from 0.1-2M hydrochloric acid and can be stripped with 0.1M hydrochloric acid containing 2M tartaric acid. It is possible to separate niobium and tantalum, in different ratios, from multicomponent mixtures.
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.