CHEM-E1130 Catalysis

Catalysis course 2018-2019

wrap-up

Prof. Riikka Puurunen

4.3.2019

Contents, wrap-up lecture

• Learning outcome & timeline reminder

• Course contents overview through take-home messages

• Overview & discussion on course items 2018-2019

• Update on Catalysis Glossary -related action items

• Further course renewal 2019-2020

• Take-home message

• Additional: Collection of MyCo Feedback summaries per lecture

Learning outcomes (modified)After the course the students are able to:

1. give the definition of catalysis and describe concepts related to

heterogeneous and homogeneous catalysts

2. explain steps and methods in catalyst preparation

3. describe and apply selected catalyst characterization methods

4. explain why and how catalysts deactivate and how catalyst

deactivation can be postponed or prevented

5. give examples of where catalysts are applied

6. recognize challenges potentially solvable by catalytic reactions

Note, Prof. Puurunen, 4.3.2019: These learning outcomes have not yet been

accepted for the course. These were in practice followed in 2018-2019. Can be

proposed as the official learning outcomes - perhaps after some re-ordering?

Timeline

From alchemy to chemistry

… - 1834

From empirics to science

1835-1897

The birth of industrial

catalysis

1898-1918

The increase in global

mobility by developing

catalytic fuel processes

1919-1945

From war to peace

1946-1970

Environmental catalysis

1970-20??

https://dx.doi.org/10.1023/A:1025001809516

Fluid Catalytic Cracking

Steam reforming

Fischer-Tropsch

NH3 synthesis

(Haber-Bosch)

Ostwald: “there is probably

no chemical reaction which

can not be influenced

catalytically”

Petrochemical industry & polymers

(& booming automotive market)

(1962 Rachel Carson’s Silent Spring)

Pollution control

Berzelius: “Catalysis”Lead chamber

process: H2SO4

Course contentsoverview – throughtake-home messages

Take-home message L1Introduction to catalysis

• You know the definition and understand the significance of

catalysis

• This was the first lesson to learn to ”speak the language of

catalysis”. Field-specific words encountered.

Take-home message L2Significant historical examples

• You are familiar with 3 important industrial catalytic processes

• Ammonia synthesis, steam reforming, fluid catalytic cracking

• You know the catalysts used in them, including the catalyst

components – were there three, in all cases?

• NH3 (Fe…), steam reforming (Ni…), FCC (zeolites…)

• You have encountered more catalysis-related terminology

Take-home message L3Catalyst characterization 1: Adsorption methods

• Adsorption isotherm

measurements widely used for

catalyst characterization

• Physisorption/non-specific:

surface area, pore volume, pore

size distribution

• Chemisorption/specific:

adsorbed volume, active metal

area, dispersion (+ particle size)

Take-home message L4Preparation of Solid Heterogeneous Catalysts

• A lot of ”art” involved in catalyst preparation, in addition to

scientific knowledge on (typically) inorganic chemistry

• Careful documentation is key to reproducibility

• After this lecture (+ thinking + Quiz), you should

at least be able to:

• decribe the three fundamental stages of catalyst preparation and give some examples of these steps

• Be able to describe the principles the most common method of catalyst preparation: (pore volume) impregnation

4.3.2019

9

Conclusions L5 Catalysis and renewable fuels in the marine industry

• LNG operations

• are well known today: varying conditions, abnormal situations

• LH2

• comes with high operational challenges and expenses

• Ammonia

• is a non-cryogenic fuel

• and can be bunkered without any remarkable boil-off losses throughout its pathway

Take-home message L6 Catalyst characterization 2: Physicochemical Properties

Numerous specialized techniques can be used for

physicochemical characterization of catalysts. Remember these:

• XRD: crystallinity & crystal size (with caution)

• XPS: (surface) element concentration & chemical environment

• SEM: morphology, down to ~1 nm resolution

• SEM-EDS: macroscopic distribution of elements

• TEM: particle size & crystallinity, down to ~1 Å resolution

L7, summaryEmission catalysts

• Pollutant emission regulated for stationary and

mobile processes by international legislations

• Emission control for cars and trucks resulting in very

complicated and expensive ATSs requiring wide optimization

and R&D

• Combined development in engine, control and catalyst

technologies together with fuel quality and economy

• New types of TWCs, DOCs, SCR catalysts, LNTs and catalyzed

filters developed as ATS solutions

ATS = aftertreatment system; TWC = three-way catalyst; DOC = diesel oxidation

catalyst; SCR = selective catalytic reduction; LNT = Lean NOx trap

L8, summaryCatalyst characterization by spectroscopic methods

• IR & Raman spectroscopy introduced

• Operando, in situ, ex situ – all possible

Airaksinen, S.M.K. et al., J.

Catal. (2005) 230, 507-513.

L9, summary

Introduction to Homogeneous Catalysis

• What is homogeneous catalysis?

• Heterogeneous vs homogeneous catalysis

• Ligands in transition metal catalysis

• Electron counting - 18-electron rule

• Hydroformylation as real-life example

(also called Oxo process)

Take-home message L10Deactivation of solid heterogeneous catalysts

Deactivation in nutshell:

• Three main types: Poisoning, coking/fouling, sintering

• Catalyst deactivation is more easily prevented than cured

• Preventing/mitigating poisoning: purification of feed, guard beds

• The chemical structures of cokes or carbons formed in catalytic

processes vary widely with reaction type, catalyst type, and

reaction conditions.

https://doi.org/10.3390/catal5010145

Take-home message L11 Adsorption-controlled catalyst preparation by ALD

• ALD: repeated saturating, irreversible reactions

• Active development of new processes, not all may be suited for

modification of porous catalysts though because of CVD-type

side reactions

• In principle, extreme uniformity and monodisperse particles

should be obtainable

• Five ways to control the metal loading

• Scienfically, currently, highly

interesting model catalysts

Take-home message L12

• Future is present every day

• Catalysis in central role to

sustain our planet

• Chemical engineering

education gives a basis to

influence progress: scientific

research, businesses,

legislations

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”What can I / we do?”

Course items 2018-2019

Course renewal in 2018-2019• Shorter course: two lectures per week

• Lecture order & contents developed. Characterization 1-2-3.

• 1st trial for separately recorded teaching video

• MyCourses Quizzes

• Share answers shown after quiz is closed. Voluntary possibilityfor giving feedback after each lecture

• Adsorption exercise organization & grading

• Dual returning no longer applied

• Opportunity to ask feedback in advance in a guided session

• Group work Catalysis Glossary co-creation

• Time slots organized in advance for group work

4.3.2019

19

Home page & lecture schedule

• Did the students notice this?

Lectures

• Lecture capture with Panopto

succeeded for each lecture

• Lecture slides shared after lecture

• Lecture slides will serve as exam

material

• Plan: Towards the end of the

course, a document will be shared

with outline of all lecture contents

(will help in studying for exam)

Lecture order & contents?

• Characterization 1-2-3: an ok concept?

• Should the deactivation lecture be earlier?

Panopto lecture capture

• According to repeated feedback,

students find this useful

• Further viewpoints to share?

Note! This is *lecture capture* (not a teaching video)

• What if there is noone at the lecture? Will there be a lecture

capture video?

• Do we need to make sure next year that someone always comes

to lecture? Minimum this year was ~4 students, max ~20

Teaching video pedagogical trial – should there be more?• Derivation of Langmuir adsorption isotherm for single-site adsorption

• Links in: https://blogs.aalto.fi/catprofopen/2019/01/10/teaching-partner-teaching-trial-with-lightboard-

langmuir-isotherm/

MyCo Quizzesafter each lecture• Quiz opens after each lecture &

is open for 3 working days (closes at 23:55)

• Max 2 points per quiz, best ten quiz results are

counted

• Quizzes are developing: Automated correction,

correct answers shared after quiz

is closed, syncronized with lectures

• Separate reminder will NOT be

sent of the quiz after each lecture

(1st lecture exception)

• Assistant: M. Sc. Jose Luiz Gonzalez Escobedo

Adsorption exercise(Renewed)• The same excercise for all students,

with unique combination of real

physisorption and chemisorption data

• 16.1. Adsorption characterization

exercise shared

• DL: 8.2.

• Assistant: M.Sc. Eveliina Mäkelä

Guided session(s) / assistant hour

• Feedback? Was this useful? Keep next year?

Adsorption exercise - generalFeedback by Eveliina Mäkelä

• In general, physisorption was well understood concept and

most of the problems were related to unit transformations

(yksikkömuunnokset).

• With chemisorption, more problems occurred from the concept

of calculating the irreversible adsorption volume to the

selection of the points used for the extrapolation to the zero

pressure.

• I would recommend more chemisorption theory to be explained

in the lectures perhaps with an example calculation also.

Catalysis Glossaryas group work – New!

• The course participants will jointly create

Catalysis Glossary with field-specific

terms and with explanations.

• The generated document will be material

for examination

• Work in three parts: (i) terminology, (ii)

descriptions, (iii) check the result.

• DL for final work: 8.3.

• Assistant: M.Sc. Minna Marin

• Email: minna.marin (at) aalto.fi

DL 8.3.2019 - Group Task 3 - Catalysis Glossary review• Read through the “Catalysis Glossary” in Google Docs, link

• each group member reads the full document

• Discuss in group and mark entries which require improvement

• Use the ”comment” function of Google Docs

• Suggest a better description if you can (with Comment function) – this is an opportunity to improve your exam materials!

• Write a memo on the group work and return in MyCo

• Copy in the memo the terms which you marked to needimprovement

Group work, pre-arranged time slots• Did students use them; were they useful?

Catalysis Glossary – individualreflection report• When Catalysis Glossary ready after student review (DL 8.3.),

individual reflection report (target: opens 14.3.)

• DL 18.3.2019 (updated): Individual reflection report on Catalysis

Glossary group work & acceptance (v1.0)

Catalysis Glossary – memosNotes by Minna Marin

* It is very positive that all the memos and tasks were returned in time

* Every group has made an effort for the Catalysis Glossary

* The time used for Catalysis Glossary has varied a lot between the groups, but the

work load seems to be equally shared within the groups.

• So far the time used for Catalysis Glossary varies from 3 h to 18 h per person - quite a

difference!

* There could be some more discussion in the memos. Did the group members agree

on the tasks? What were the issues that were discussed together? Etc.

All the students to complete all the tasks (0-3) will be rewarded with full points.

Memo template

Meeting memo - Group __

Task __

Date

Place

Participants

Notes recorded by: (please change the secretary for each task!)

(Your text)

Estimated time used for Task __,

As a group:

For each individual:

Estimated effort & points

Total time: 24 h; total points: 18 pt

Group Task 0: 2 h

Group Task 1: 8 h

Group Task 2: 10 h

Group Task 3: 4 h

Points, to be decided:

Task 0: Group formation: 1 pt

Task 1: Catalysis terminology needing description: 6 pt

Task 2: Catalysis terminology descriptions: 6 pt

Task 3: Catalysis terminology check: 5 pt

+ Individual reflection report on group work: 3 pt

Catalysis Glossary 1st edition: to be further used & developed• CHEM-E1130 2018-2019: 1st version exam material

• After the course?

• Aimed to use as reference material in CHEM-E1140 2018-2019

• Likely to be used as reference and/or exam material in CHEM-E1130, CHEM-E1140 and optionally in other courses

• May be further built upon 2nd edition, 3rd edition, etc

• Aim is that the names of all contributors will be acknowledged.

• Contributors: Give permission to include your name in the

Individual feedback report (you will get an email link)

Evaluations

• When points are earned in the course,

we will update the info in an own MyCo

page

• Have you found your Adsorption

exercise points there?

Feedback

• All feedback is appreciated

• Anonymous course feedback

(Webropol) at the end 2 points

• You can give feedback after each

lecture in MyCourses (missed for L12)

• Individual reflection report on group

work 3 points (personal email link)

• Last year’s feedback in

Course Feedback, too

Further literature and links• Here will be links to electronic materials

available within Aalto University which

are useful related to learning Catalysis

and Industrial Chemistry

• You can use these materials e.g. when

finding explanations for Catalysis

Glossary

• For clarity: these materials will NOT be

exam materials

Student-proposed exam questions(from MyCo quizzes)

• Shared in a Google Spreadsheet, students <anyone> can view

• https://docs.google.com/spreadsheets/d/1hVzPRNsuvVTphAAxhIzOTmtq05_5NJS4Uh6myt6r4FY/edit?usp=sharing

• (as of 4.3.2019, some questions may still be missing – L5 and

L12 included)

• Many nice suggestions! This also shows what the students

consider important. Some question will be surely incorporated

in the exam <may be in a modified form>

https://docs.google.com/spreadsheets/d/1hVzPRNsuvVTphAAxhIzOTmtq05_5NJS4Uh6myt6r4FY/edit?usp=

sharing, as of 4.3.2019

Further courserenewal 2019-2020

Course renewal in 2019-2020?

• Further improve the adsorption characterization exercise /

instructions / related lecture

• Lecture order? Deactivation lecture should be earlier?

• Further exam material development (lecture slides non-ideal)

• Group works: e.g. each group goes through an industrial

reaction & catalyst case?

• Other suggestions? Please share in the Webropol survey to

come

4.3.2019

43

Learning outcomes (modified, v2)After the course the students are able to:

1. give the definition of catalysis and describe concepts related to

heterogeneous and homogeneous catalysts

2. give examples of where catalysts are applied

3. explain why and how catalysts deactivate and how catalyst

deactivation can be postponed or prevented

4. explain steps and methods in catalyst preparation

5. describe and apply selected catalyst characterization methods

6. recognize challenges potentially solvable by catalytic reactions

Note, Prof. Puurunen, 4.3.2019: These learning outcomes have not yet been

accepted for the course. These were in practice followed in 2018-2019.

Re-ordered v2 4.3.2019

Conclusion / take-home message

In this course, you will learn…

… to speak the language of catalysis

Take-home message

• You have learnt the basics of the language of catalysis

• You know that catalysis is key to

• Sustainig mankind & industrial operations

• Pollution control

• Tackling future (current!) challenges

• When you use the information professionally, the course

materials provide references & links to reliable sources

• M.Sc. thesis possibilities through / with Prof. Puurunen

• Thesis supervision Riikka Puurunen 2018 - MyCourses site

under development, link

Extra material:Feedback summariesof in MyCo Quizzes

Some feedback in MyCo Quiz 1:

• “I like the way this course has been arranged! I think I will learn a lot during this

course.”

• “some quite interesting points of view that I never had considered were

presented during the lecture (e.g the carbon dioxide thing), these sorts of things

are rarely ever brought up on courses, so thank you for that!!”

• “You can clearly see that the lecturer has invested a lot of time and effort into

this course which increases my motivation towards the course. This is a nice

change from many other courses … ”

• Many positive responses on the Quizzes & lecture capture

• (One person) “I wish the quiz dead lines were put a little bit further.”

+ much more Thank You!

Feedback will help to develop the course further

Some feedback in MyCo Quiz 2(3):Quiz2

• “Interesting <quiz> questions, really made me rethink the lecture themes.”

• “It was an difficult topic but lecturer teached with ease and care without haste”

• “I like that we went very detailed with three different processes.”’

• “The second lecture was quite heavy, loaded with a lot of information. If all the cases need to be presented, maybe it could be done in two lectures?”

• “The light grey font used in a few slides should in my opinion be changed to a

darker shade. At my own screen it looks fine, but in the lecture hall it was not

sufficiently visible (the projector always appears to change the colors a bit)”

• ” … So please explain the dispersion to me once again. ”

Quiz3

• 3 persons commented (lengthy) word-filling exercises has been heard

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Changed! 50%

Some feedback in MyCo Quiz 3:I like – I wish

• [3 persons commented (lengthy) word-filling exercises has been heard]

• “… I particularly liked the quiz question with the IUPAC isotherm classification, as that allowed me to re-read the descriptions of each type properly. I also liked the rubik's cube example. The adsorption video was really well made.”

• “I really like that this course has been really designed to serve all kinds of learners. Distant work is possible as well as going to lectures. All the materials are really organized and available if one is just willing to read MC through. ...”

• “I wish that there would be two time slots to get help with the first assignment.”

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 4:I like – I wish

• “I like the last slides of every lecture (take-home message). I think they sum up nicely the core of each lecture and combined with learning outcomes help to spot the main points.”

• ” I liked the word-file which was uploaded to MyCourses to help with the catalysis exercise's calculations.”

• ” I like how questions <in Quiz> were about fundamentals of lecture”

• + many more positive notes on the quizzes

• ”I wish I could have attended the lecture because Presemo seems a good way to activate the students during the lecture.” (+ many more positivenotes on Presemo usage)

• ” One question, some of the texts are grey in the lecture slides. I understand that green is used to emphasize certain parts, but what about the grey colour. Additional information? Emphasising method as well? (It was used more in the previous slides than these ones.)” Additional info

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 5:I like – I wish

(Many positive responses with similar message:)

• ” Thank you for organizing the guest lecture. I had no idea Wärtsilä had anything to do with industrial chemistry, and I truly learned a lot. ”

• ” I really liked the last lecture (Wärtsilä). It was interesting to hear real life examples of the processes that they use. Most interesting lecture so far!”

• “I wish that the proposed exam questions would be published so that students could use them as a review material while studying for the exam. Questions make you think more than just reading the slides making the studying more efficient.”

• ” I wish also that there would be less true/false questions because they are sometimes a little hard to interpret. For example, is the certain word used there on purpose to make the sentence tricky or not.”

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 6:I like – I wish

• ” I'm still amazed how well the professor reads the feedback and actually takes some actions to improve the course constantly. I highly appreciate that!”

• “I liked the fact that other characterization techniques were presented to us. … Although, I think I have to go through the slides few times to understand the topic properly, because I have never seen the equipment or used one..which would probably help students to understand these techniques better.”

• ” I wish there would be a small summary of each technique with their main differences. This lecture was pretty heavy and it is easy to mix up all the different techniques.”

• ” I wish we could make our own catalysts or use those named techniques we have gone through or do something related.”

• “Would it be possible to have a recap lecture before the exam or also in the middle of the course? Just an idea that came to my mind.” I am thinking of this, for the last lecture of the course

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 7:I like – I wish

• ” I like the _Abbreviations_ slide, where all the abbreviations were easily found.”

• ” I found this course <lecture> more difficult to understand than the previous one because I have some difficulties to know what is really important. It is better when there is the take-home message”

• “… Really hard to follow because there was so many technical words in the slides. Although the emissions itself are quite interesting and there was some good points in the lecture, but some of the more detailed stuff was hard to follow. Maybe the slides could be improved to be more clearly?” (several similar feedback items)

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 8:I like – I wish

• ” I liked the clear comparison between Raman and Infrared.”

• ” I think that this course might be the best organized course I have taken at Aalto.”

• ” The lecture material and quiz were really good.”

• “I wish next year the adsorption exercise can be returned as excel. Can't see any point in terms of learning that I had to transfer my numbers to word.”

• ” Maybe there could be more calculation exercises?”

• ” The link on the slide 27 did not work on my computer.”

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

response ”Link works if you upload Adobe Flash when the page is interactive”

Some feedback in MyCo Quiz 9:I like – I wish

• ” The lecture was really interesting, and it was fun to listen to Professor Jan Deska. Also, it was nice that we had these electron counting exercises during the lecture. The quiz was challenging enough. I felt that all the answers could be found from the lectures slides or atleast by applying the information found in the lecture slides.”

• “It would have been interesting to hear more about applications of homogeneous catalysts.”

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 10:I like – I wish

• ” The mechanisms of the three deactivation types are well explained and we understand the difference between each one. ”

• ” I liked that we had again our professor's slides because they are clear and easy to understand.”

• ” I wish this lecture had been a bit earlier in the course, some of the terminology would have been relevant in a few lectures.”

• ” As mentioned this lecture, I really wish we could have the recap lecture in the end to wrap up the course nicely.”

• ” It would be really nice if some example questions related to the course exam could be given to us. These could be similar type of questions as the ones in exam from previous year. ”

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

Some feedback in MyCo Quiz 11:I like – I wish

(partial feedback – quiz still open)

• ” I liked the use of Presemo.

• I didn't know the ALD was used in so many fields.

• It's interesting to see that the same process was discovered in different countries for different applications.”

+ much more excellent feedback Thank You!

Feedback will help to develop the course (slides, quizzes…) further

No feedback questions in MyCoQuiz 12, accidentally!

https://twitter.com/PHDcomics/status/967416450083381248

… thanks & congratulations for viewing this far ,

see you in next lecture!