Spin-mediated promotion of Co catalysts for ammonia synthesis

Over the past two decades, there has been growing interest in developing catalysts to enable Haber-Bosch ammonia synthesis under milder conditions than currently pertain. Rational catalyst design requires theoretical guidance and clear mechanistic understanding. Recently, a spin-mediated promotion mechanism was proposed to activate traditionally unreactive magnetic materials such as cobalt (Co) for ammonia synthesis by introducing hetero metal atoms bound to the active site of the catalyst surface. We combined theory and experiment to validate this promotion mechanism on a lanthanum (La)/Co system. By conducting model catalyst studies on Co single crystals and mass-selected Co nanoparticles at ambient pressure, we identified the active site for ammonia synthesis as the B5 site of Co steps with La adsorption. The turnover frequency of 0.47 ± 0.03 per second achieved on the La/Co system at 350°C and 1 bar surpasses those of other model catalysts tested under identical conditions.</p

dataset for ''Spin-mediated promotion of Co catalysts for ammonia synthesis''

Over the past two decades, there has been a growing interest in developing novel catalysts to enable operation of the Haber-Bosch process under milder conditions. Rational design of a new class of catalysts requires new theory guidance and clear mechanistic understanding. Recently, a spin-mediated promotion mechanism was proposed to activate traditionally unreactive magnetic materials like Co for ammonia synthesis by introducing hetero metal atoms. In this study by combining theory and experiment, we validated this promotion mechanism on a La/Co system. Employing model catalyst studies conducted on Co single crystals and mass-selected Co nanoparticles at ambient pressure, we identified the active site for ammonia synthesis as the B5 site of Co steps with La adsorption. Remarkably, the turnover frequency of 0.47±0.03/s achieved on the La/Co system at 350°C and 1 bar surpasses that of any other model catalyst tested under identical conditions. </p

Simulation based virtual learning environment in medical genetics counseling:an example of bridging the gap between theory and practice in medical education

Background: Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based learning environments increase students’ knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. Methods: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post- changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical practice were demonstrated. Results: Knowledge (Cohen’s d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non-significant increase in intrinsic motivation (d = 0.22). The medium and high knowledge students showed significant increases in knowledge (d = 1.45 and 0.36, respectively), motivation (d = 0.22 and 0.31), and self-efficacy (d = 0.36 and 0.52, respectively). Additionally, 90 % of students reported a greater understanding of medical genetics, 82 % thought that medical genetics was more interesting, 93 % indicated that they were more interested and motivated, and had gained confidence by having experienced working on a case story that resembled the real working situation of a doctor, and 78 % indicated that they would feel more confident counseling a patient after the simulation. Conclusions: The simulation based learning environment increased students’ learning, intrinsic motivation, and self-efficacy (although the strength of these effects differed depending on their pre-test knowledge), and increased the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice.Full Tex