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Type A
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Code |
Competences Specific | | | A1.1 |
A1.1. Successfully studying and learning about the chosen research ambit: evaluating the technical and scientific importance, the technological potential and the viability of the nanoscience, design, preparation, properties, processes, developments, techniques and applications of materials. |
| | A1.4 |
A1.4. Conceiving, designing, constructing, reformulating and maintaining equipment, applications and efficient designs for experimental and numerical simulation studies in chemical technology. |
| | A2.2 |
A2.2. Critically evaluating the results of research in the field of nanotechnology, materials and products and process design. |
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Type B
|
Code |
Competences Transversal | | | B4.1 |
B4.1. Continuously learning. |
| | B5.3 |
B5.3. Applying critical, logical and creative thought in a research and innovative context. |
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Type C
|
Code |
Competences Nuclear | | | C1.1 |
Have an intermediate mastery of a foreign language, preferably English |
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Type A
|
Code |
Learning outcomes |
| | A1.1 |
A1.1 Understand the problems derived from recovering and reusing catalysts.
A1.1 Understand the procedures for preparing nanomaterials and their use in catalysis.
| | | A1.4 |
A1.4 Can design nanocatalysts to be applied in particular processes.
| | | A2.2 |
A2.2 Make proposals for applying nanocatalysts in sustainable catalytic processes.
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Type B
|
Code |
Learning outcomes |
| | B4.1 |
B4.1 Autonomously adopt the appropriate learning strategies in every situation.
B4.1 Set their own learning objectives.
| | | B5.3 |
B5.3 Follow a logical method for identifying the causes of a problem.
|
|
Type C
|
Code |
Learning outcomes |
| | C1.1 |
Express opinions on abstract or cultural topics in a limited fashion.
Explain and justify briefly their opinions and projects.
Understand instructions about classes or tasks assigned by the teaching staff.
Understand routine information and articles.
Understand the general meaning of texts that have non-routine information in a familiar subject area.
Write letters or take notes about foreseeable, familiar matters.
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| Topic |
Sub-topic |
| 1.- Introduction. Catalysis at nanoscale |
|
| 2.- Metallic nanoparticles. Synthesis and stabilitation. The main concepts |
2.1.- Cinetic and mechanistic studies
2.2.- Methodes of synthesis
2.3.- Stabilitation with polymers, organic ligands and ionic liquids.
|
| 3 .- Catalytic application of metal nanoparticles |
3.1.- Hidrogenaion
3.2.- Aassembly C-C
3.3.- Oxidation
3.4.- Other processes
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| 4.- General methos of nanoparticles synthesis: |
4.1.- Top-down methods. Examples of catalytic applications
4.2.- Sol-gel methods. Examples of catalytic applications
4.3.- Thermic processes. Examples of catalytic applications
|
| 5.-Nanocarbon compounds |
5.1 Nanotubes and nanowires
5.2.Catalytic applications
|
| 6.- Hierarchiral assembly. |
6.1 Mesoporous compounds
6.2 Catalytic applications |
| 7.- Nanoparticles characterization |
7.1.- Structural
7.2.- Chemical
7.3.- Physical
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Lecture |
|
12 |
18 |
30 |
| Scientific and/or public events |
|
2 |
0 |
2 |
| Debates |
|
30 |
45.5 |
75.5 |
| Presentations / expositions |
|
3 |
0 |
3 |
| Personal tuition |
|
1 |
0 |
1 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Activities designed to make contact with students, collect information from them and introduce the subject. |
| Lecture |
Description of the contents of the subject. |
| Scientific and/or public events |
Conferències impartides per convidatsa experts. |
| Debates |
Discussion about the questions proposed in the class room. |
| Presentations / expositions |
Presentations of the students about works proposed by the teachers of the subject |
| Personal tuition |
Time that each teacher has to tolk with the students and resolve their doubts. |
|
Description |
|
coordinator e-mail
pilar.salagre@urv.cat |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Debates |
|
The knowledges learned will be considered through the answers to the questions proposed in the debates.
|
60% |
| Presentations / expositions |
|
The contents and the appearance of the presentation will be considered |
20% |
| Others |
|
The participation in discussions will be considered |
20% |
| |
|
Other comments and second exam session |
|
Only one evaluation |
| Basic |
David J. Lockwood, Nanotechnology in Catálisis, V 1. Nanostructure Science and Technology series, Ed by B. Zhou; S. Hermans and G.A.Somorjai, Springer, 2004
David J. Lockwood, Nanotechnology in Catálisis, V 2; Nanostructure Science and Technology series, Ed by B. Zhou; S. Hermans and G.A.Somorjai, Springer, 2004
David J. Lockwood, Self-Assembled Nanostructures; Nanostructure Science and Technology, Ed by J. Zhang, Z. Wang, J. Liu, S. Chen and G. Liu, Kluwer Academic/Plenum Publishers, 2003
M. A.Watzky, R. G. Finke, Transition metal nanocluster formation: kinetic and mechanistic studies, , JACS, 1997
G. Schmid, Clusters and Colloids from Theory to Applications, VCH, NY, 1994
C.N.R. Rao, FRS and A. Govindaraj, Nanotubes and Nanowires, , RSC Publishing, 2005
A.O. Geofrey & A.C. Arsenault, Nanochemestry. a Chemical Approach to Nanomaterials, , RSC Publishing, 2005
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| Complementary |
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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