Colloidal chemistry and rheology (4311) |
| Language of instruction : English |
| Credits: 3,0 | | | | | Period: semester 2 (3sp) | | | | | 2nd Chance Exam1: Yes | | | | | Final grade2: Numerical |
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Sequentiality
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Advising sequentiality bound on the level of programme components
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Following programme components are advised to also be included in your study programme up till now.
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General chemistry 1 (3830)
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3.0 stptn |
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Organic chemistry and process technology (5552)
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4.0 stptn |
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Thermodynamics (5550)
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5.0 stptn |
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In this course the students get acquainted with basic concepts in physical chemistry and rheology with focus on colloids. We will cover forces that are important in colloidal regime (Brownian motion, van der walls force, steric force...). This will be followed by manifestation of different phenomenon such as diffusion (Fick's law, Arrhenius law, Einstein, Perrin, Boltzmann...) and sedimentation (balance between gravity and thermal energy). We will also look into surfactants (packing, micelles ...) and its effects on surface tension (wetting and dewetting). You will get to know basic concepts needed to measure colloidal particles using direct observations via microscopy (optical and electron) and indirectly via light scattering (static and dynamic). The above microscopic concepts will be used to study the collective behaviour of colloids at the macroscopic level using rheology. Here we will see fundamentals of rheology, rheometry and characterization of colloidal systems. A mini project will be given as a group work based on one of the above concepts.
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Lecture ✔
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Practical ✔
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Small group session ✔
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Exercises ✔
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Group work ✔
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Presentation ✔
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Period 2 Credits 3,00
| Evaluation method | |
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| Oral evaluation during teaching period | 20 % |
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| Transfer of partial marks within the academic year | ✔ |
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| Use of study material during evaluation | ✔ |
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| Explanation (English) | The students are allowed to carry one handwritten A4 sheet (two sided) with only equations and formulas for the written exam |
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | The student must participate as a group member, must be involved in the group presentation and must actively participate in questions and answers. |
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| Consequences | The score of the mini-project will be based on the presentation and activeness of the group. |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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| Explanation (English) | There is no second chance for the mini project. The score of the first
attempt will be taken over. |
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| Compulsory course material |
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All the presentation slides and notes will be uploaded to the elektronic learning platform (Blackboard Ultra). It is expected that the students have the slides to write extra information and explanation provided during the lectures. Part of the lectures will be written on the board and it is expected that the students will make notes. |
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| Recommended reading |
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Principles of Colloid and Surface Chemistry,Paul C. Hiemenz, Raj Rajagopalan |
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| Recommended course material |
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Principles of Colloid and Surface Chemistry, by Paul C. Hiemenz, Raj Rajagopalan The structure and rheology of complex fluids, Ronald Larson Colloidal Suspension Rheology, by Jan Mewis and Norman J. Wagner |
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| Remarks |
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Positioning in the curriculum This course belongs to the learning domain 'Industriële (bio)chemische processen'. The students will learn how colloids behave individually and collectively both using the basic fundamental concepts and engineering aspects. This course will build on the knowledge the students have already learned about chemistry, thermodynamics and fluid mechanics. With the knowledge they will obtain in this course they will have a basic understanding of the problems related to colloidal systems in academia and industry and they will learn how to raise the right questions to the process engineers and research and development scientists to solve problems. Importance for research and workfield Colloidal materials play an important role in science and technology. It is known that industrially about 65% of all products are processed, produced or sold as colloidal dispersions. Hence, colloidal systems are an important part of chemical engineering research. |
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Learning outcomes Bachelor of Engineering Technology
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- EC
| EC1 - The holder of thedegreepossesses general scientific and technological application-oriented knowledge of the basic concepts, structures and coherence of the specific domain. | | | - DC
| CE 1.2 The student has a broad, basic knowledge of the fysio-chemical properties and the reactivity of (an)organic molecules. | | | | - BC
| The student is able to show a strong fundamental knowledge in the Physico-chemical properties of colloids.
The student masters the basic concepts behind the methods used to characterize individual colloids as well as their collective behavior. | - EC
| EC2 - The holder of thedegreepossesses general scientific and discipline-related engineering-technical insight in the basic concepts, methods, conceptual frameworks and interdependent relations of the specific domain. | | | - DC
| CE 2.9 The student can make connections between the structure and properties of matter and the relationship between material properties, processing method and product properties. | | | | - BC
| The student can use the simple engineering concepts and calculation tools (back of the envelope, order of magnitude estimation, etc) learned during the lectures to think practically in selecting materials their interdependent micro and macro propertiesand methods to characterize them. | - EC
| EC5 - The holder of thedegreecan analyse unknown, domain-specific problems, subdivide them, structure them logically, determine the preconditions and interpret the data scientifically. | | | - DC
| 5.1 The student can interpret test results, results from simulations, statistical data and/or technical information in a structured manner. | | | | - BC
| The student is able to collect data, analyze the data scientifically, and conclude if the information obtained makes sense or not. | | | - DC
| 5.2 The student can translate application-oriented tasks into a 'known unknown formula' structure. | | | | - BC
| The student is able to translate the larger question (application-oriented product) into smaller technical questions/challenges (for example stable suspensions, gels of certain yield stress etc.) that should be solved/answered to obtain the desiredresult. | | | - DC
| 5.4 The student can divide problems into sub-problems. | | | | - BC
| The student is able to apply for a given situation (simple to complex) in the field of Physical chemistry and Rheology to apply the techniques learned in class: critically analyze the situation and logically breaking down the complex problem intosmaller pieces.
The student can interpret the results from solving the smaller problem parts and is able to combine the data to obtain a meaningful solutions to the larger problem that is scientifically sound. | | | - DC
| 5.5 The student can analyse chemical-technical problems. | | | | - BC
| The student will get ample chance in the class (every class will have several problem sets that will be solved individually as well as in groups during regular class hours). They will be evaluated (via project and in written exam) how them can applythe pr oblem solving skills (learned) in class to solve chemical-technical problems related to the course. | - EC
| EC6 - The holder of thedegreecan select and use adequate solution methods to solve unknown, domain-specific problems and can work methodologically and make solid design choices. | | | - DC
| 6.1 The student can select an appropriate solution method. | | | | - BC
| The student is able to implement the basic concepts learned in the class (such as balance between thermal motion and sedimentati on or packing of micelles) to the complex situations by breaking it down into smaller structured problems that can besolved.
The student can use the appropriate simple problem-solving skills that will give an order of magnitude estimates quickly so that he/she can become confident that the problem-solving path they have chosen is correct. | | | - DC
| 6.2 The student can implement the chosen solution method correctly. | | | | - BC
| The student can determine simple methods and techniques (such as order of magnitude analysis, non-dimension numbers) and can use them to solve complex problems. | - EC
| EC8 - The holder of thedegreecan interpret (incomplete) results, can deal with uncertainties and constraints and can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | - DC
| 8.1 The student can validate (calculated, measured or simulated) results against literature and reality. | | | | - BC
| The student can critically analyze the results by various simple methods (like checking for units, does the numerical value of t he result make sense, etc). Compare their results not only to others but also to see if their results, as well as other, arerea listic. | | | - DC
| 8.3 The student can adjust his own thinking and actions through critical reflection. | | | | - BC
| The student is able to solve problems (such as transitions of a micellar product due to aging) individually, analyze the data cr itically to see if it makes sense, and if needed adjust/change problem-solving approach based on scientific arguments. | | | - DC
| 8.4 The student can deal with uncertain and/or restrictive contexts. | | | | - BC
| All problem sets in the class will be understated (less information than required) and overstated (more information than required) at the same time. This will help students to learn how to extract correct information, learn what is missing, ignoreuseless information, and most importantly learn to make realistic assumptions to solve any given problem. | - EC
| EC9 - The holder of thedegreecan communicate with colleagues in oral and in written form (including in a graphical way) about domain-specific aspects in suited language making use of apt terminology. | | | - DC
| CE 9.1. The student can motivate the chosen/followed strategy and present it in a structured way. | | | | - BC
| The student can present the scientific results and write a report/PPT during interactive problem sessions (last part of every cl ass) and during their work on mini-project (here students will have multiple choice to pick projects they like. For examplepack ing of colloids (different pasta shapes, peas, M&M's etsc.) |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
| Offered in | Tolerance3 |
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3rd year Bachelor of Engineering Technology - Chemical Engineering Technology
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1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.15.1, section 3. |
3 Education, Examination and Legal Position Regulations art.16.9, section 2.
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