Catalyst preparation for fluidized bed reactors by spray drying

Spray dried fluidized bed catalysts belong to the Geldart Group A classification and vary between 22 m to 200 m in diameter (1). Binder is either distributed throughout the particle with the active phase or surrounds the active phase as in a core-shell structure (2, 3). We slurried WO3/TiO2 micronized powder (0.2 m to 2 m) with colloidal silica (LUDOX® HS-40) to form a slurry with a mass fraction of 5 % to 20 % solids. The solution entered the top of GB-22 Yamato fluidized bed spray dryer chamber (0.12 m ID) through a two-fluid nozzle and the drying air entered the bottom counter-currently. We varied the feed slurry concentration, binder concentration, slurry and drying air flow rates, two-phase nozzle pressure drop and inlet temperature. Most conditions only produced a very fine powder (Group C, dpm) (Fig. 1a). (Ideally, the particle size should exceed 80 m for laboratory experimental equipment). The small particles were often fully spherical but we also produced large clusters that reached 150 m (Fig. 1b). The high pressure drop through the nozzle and low slurry concentration produced the fine powder. Particles agglomerated in the fluidized bed when we increased the slurry flow rate to the chamber such that the powder had not yet dried sufficiently. Please click Additional Files below to see the full abstract

Shedding light on iron pentacarbonyl photochemistry through a CVD case study

During our studies on surface engineering, we photopolymerize syngas onto silicon surfaces. XPS and TOF-SIMS analyses show that the syngas-derived oligomer covalently bonds to free silanol sites. Iron atoms appear in the coating, despite the fact that no iron was (intentionally) added to the system. GC–MS analysis reveals low concentrations of iron pentacarbonyl (IPC) are generated within the carbon monoxide cylinder. Its presence plays a determinant photocatalytic role in the reaction

Process intensification education contributes to sustainable development goals: Part 2

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom's taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.We acknowledge the sponsors of the Lorentz’ workshop on“Educating in PI”: The MESA+Institute of the University of Twente,Sonics and Materials (USA) and the PIN-NL Dutch Process Intensi-fication Network. DFR acknowledges support by The Netherlands Centre for Mul-tiscale Catalytic Energy Conversion (MCEC), an NWO Gravitationprogramme funded by the Ministry of Education, Culture and Sci-ence of the government of The Netherlands. NA acknowledges the Deutsche Forschungsgemeinschaft (DFG)- TRR 63¨Integrierte Chemische Prozesse in flüssigen Mehrphasen-systemen¨(Teilprojekt A10) - 56091768. The participation by Robert Weber in the workshop and thisreport was supported by Laboratory Directed Research and Devel-opment funding at Pacific Northwest National Laboratory (PNNL).PNNL is a multiprogram national laboratory operated for theUS Department of Energy by Battelle under contract DE-AC05-76RL0183

Process intensification education contributes to sustainable development goals : part 1

In 2015 all the United Nations (UN) member states adopted 17 sustainable development goals (UN-SDG) as part of the 2030 Agenda, which is a 15-year plan to meet ambitious targets to eradicate poverty, protect the environment, and improve the quality of life around the world. Although the global community has progressed, the pace of implementation must accelerate to reach the UN-SDG time-line. For this to happen, professionals, institutions, companies, governments and the general public must become cognizant of the challenges that our world faces and the potential technological solutions at hand, including those provided by chemical engineering. Process intensification (PI) is a recent engineering approach with demonstrated potential to significantly improve process efficiency and safety while reducing cost. It offers opportunities for attaining the UN-SDG goals in a cost-effective and timely manner. However, the pedagogical tools to educate undergraduate, graduate students, and professionals active in the field of PI lack clarity and focus. This paper sets out the state-of-the-art, main discussion points and guidelines for enhanced PI teaching, deliberated by experts in PI with either an academic or industrial background, as well as representatives from government and specialists in pedagogy gathered at the Lorentz Center (Leiden, The Netherlands) in June 2019 with the aim of uniting the efforts on education in PI and produce guidelines. In this Part 1, we discuss the societal and industrial needs for an educational strategy in the framework of PI. The terminology and background information on PI, related to educational implementation in industry and academia, are provided as a preamble to Part 2, which presents practical examples that will help educating on Process Intensification

Process intensification connects scales and disciplines towards sustainability

Process intensification (PI) has been established as a cluster of technologies able to produce more with less. While scientists around the globe advocate for new semantics that are increasingly tied to the notion of sustainability, what does the literature data say about PI? A Vosviewer bibliometric map of PI displays it as closely linked to the subjects of design, optimization, gas‐to‐liquid technologies, mass transfer, catalysis, and kinetics. We analyze the relationship between PI and these subjects while identifying misconceptions about the intensifying potential of some of them, as is the case for optimization. We provide examples and summarize the recent technological trends for all these cases. Finally, we provide an outlook on the future of PI in which we identify elements that will be key to accelerate the adoption of PI at the commercial scale

Ultrasound and sonochemistry enhance education outcomes: From fundamentals and applied research to entrepreneurial potential

With this manuscript we aim to initiate a discussion specific to educational actions around ultrasonics sonochemistry. The importance of these actions does not just derive from a mere pedagogical significance, but they can be an exceptional tool for illustrating various concepts in other disciplines, such as process intensification and microfluidics. Sonochemistry is currently a far-reaching discipline extending across different scales of applicability, from the fundamental physics of tiny bubbles and molecules, up to process plants. This review is part of a special issue in Ultrasonics Sonochemistry, where several scholars have shared their experiences and highlighted opportunities regarding ultrasound as an education tool. The main outcome of our work is that teaching and mentorship in sonochemistry are highly needed, with a balanced technical and scientific knowledge to foster skills and implement safe protocols. Applied research typically features the use of ultrasound as ancillary, to merely enhance a given process and often leading to poorly conceived experiments and misunderstanding of the actual effects. Thus, our scientific community must build a consistent culture and monitor reproducible practices to rigorously generate new knowledge on sonochemistry. These practices can be implemented in teaching sonochemistry in classrooms and research laboratories. We highlight ways to collectively provide a potentially better training for scientists, invigorating academic and industry-oriented careers. A salient benefit for education efforts is that sonochemistry-based projects can serve multidisciplinary training, potentially gathering students from different disciplines, such as physics, chemistry and bioengineering. Herein, we discuss challenges, opportunities, and future avenues to assist in designing courses and research programs based on sonochemistry. Additionally, we suggest simple experiments suitable for teaching basic physicochemical principles at the undergraduatelevel. We also provide arguments and recommendations oriented towards graduate and postdoctoral students, in academia or industry to be more entrepreneurial. We have identified that sonochemistry is consistently seen as a ‘green’ or sustainable tool, which particular appeal to process intensification approaches, including microfluidics and materials science. We conclude that a globally aligned pedagogical initiative and constantly updated educational tools will help to sustain a virtuous cycle in STEM and industrial applications of sonochemistry

Intellectual contributions meriting authorship: Survey results from the top cited authors across all science categories.

Authorship is the currency of an academic career for which the number of papers researchers publish demonstrates creativity, productivity, and impact. To discourage coercive authorship practices and inflated publication records, journals require authors to affirm and detail their intellectual contributions but this strategy has been unsuccessful as authorship lists continue to grow. Here, we surveyed close to 6000 of the top cited authors in all science categories with a list of 25 research activities that we adapted from the National Institutes of Health (NIH) authorship guidelines. Responses varied widely from individuals in the same discipline, same level of experience, and same geographic region. Most researchers agreed with the NIH criteria and grant authorship to individuals who draft the manuscript, analyze and interpret data, and propose ideas. However, thousands of the researchers also value supervision and contributing comments to the manuscript, whereas the NIH recommends discounting these activities when attributing authorship. People value the minutiae of research beyond writing and data reduction: researchers in the humanities value it less than those in pure and applied sciences; individuals from Far East Asia and Middle East and Northern Africa value these activities more than anglophones and northern Europeans. While developing national and international collaborations, researchers must recognize differences in peoples values while assigning authorship

Sonochemical Production of Fatty Alkyl Methyl Esters from Raw Oils

International audienc