Solid Catalysts – Synthesis and Characterisation Techniques

Emmanuel Iro

Teaching and learning context

• Teaching and learning mode: Lectures and laboratory sessions (paired students to work on a project)

• Number and category of students: 6 full time MEng( (Hons) Chemical Engineering year 3 students

• Gender: Male: 4, Female: 2

• This was part of a module I taught with the module leader

• Topic: Solid Catalysts – Synthesis and Characterisation Techniques

• Age: Below 24

• Nationality: White British home students

Aim

The goal of this course is for you (student) to:

1. Understand how solid catalysts work in a chemical reaction (Knowledge)

2. Describe various synthetic methods for preparation of solid catalysts (Comprehension)

3. Synthesise a catalyst for specific reaction (Application)

4. Analyse data from characterisation (Analysis)

5. Compare and contrast data (Synthesis)

6. Suggest ways toimprove catalyst Synthesis from data (Evaluation)

Red letters indicate Bloom’s taxonomy (Bloom et al, 1956)

Learning outcome

At the end of the course, the student will be able to:

• Explain how catalysts work in a chemical reaction

• Relate catalyst design principles with specific application needs

• Gain practical skills in catalyst design, synthesis and characterisation

• Evaluate and make decisions on steps to improve and optimise catalyst properties for better performance

Assessment

To measure:

• Students understanding of the theory behind catalysis

• Relationship between catalyst design and selection of an appropriate synthetic method

• Basic description of various catalyst characterisation techniques

• Data analysis

• Suggestions on how to improve catalyst synthesis using data analysis from characterisation

Feedback from students

• Course content and structure was well delivered

• Module was interesting

• The laboratory sessions illuminated the theoretical concepts taught in class

• Assessment feedback was quite helpful

• Close lecturer-student and student-student interaction maintained students attention during learning

• We gained transferable skills required by industry

• More time required to teach the course

Feedback from module leader

• The lecturer (me) has deep understanding of the subject

• His research background made it easier for him to explain complex concepts to the students

• There was plenty of room for lecturer-student interaction which enabled even the shy students ask questions

• Treated all students equally and with respect

• Ability to coordinate group experiments with completion in record time

• Power point slides were well prepared

• Recommend further reading materials to the students

My reflection• My course intention was aligned with the students activity and exam assessment (Biggs, 2007)

• Use of active learning promoted better understanding, retention and higher level of student thinking and problem solving skills (Briggs, 2007)

• The students gained sound knowledge of the subject, the ability to apply theory to practise, communication skills, team working skills and decision making, all which are required by the industry (Royal Academy of Engineering, 2007:4)

• I was always conscious of equality and diversity of the students (Equality Act, 2010, UKPSF, 2011)

• Students are individuals and learn in diverse ways (Fleming and Mills, 1992)

• It was challenging to complete all experiments on time

• Students stand a risk of getting busy with experiments without reflecting and applying taught theoretical concepts

• Regular monitoring and interaction with students during the experimental projects helped keep them on track

• Finally, I enjoyed teaching, learning and working with the students

References

• Bloom, B.S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company

• Biggs, J. B. and Tang, C. (2007). Teaching for quality learning at university. Open University Press/Mc Graw-Hill Education

• Royal Academy of Engineering (2007). Educating Engineers for the 21st century. London: Royal Academy of Engineering

• Equality Act (2010) http://www.legislation.gov.uk/ukpga/2010/15/contents accessed 04/03/15

• Fleming, ND and Mills, C (1992). ‘Not another inventory, rather a catalyst for reflection’, To improve the Academy, 11:137 - 155

• UK Professional Standards Framework, (2011)

Thank you for your kind attention