Pirolisi catalitica di microalghe con zeoliti

L’aumento delle concentrazioni del diossido di carbonio in atmosfera dovuto alla combustione dei combustibili fossili è una fonte di grande preoccupazione a causa del suo impatto sul clima globale. La biomassa è l’unica fonte rinnovabile a poter essere convertita in combustibili e, tra i metodi di conversione, la pirolisi produce un liquido (bio-olio) che presenta potenzialità come combustibile. Le alghe sono una biomassa di interesse, ma il bio-olio che si ottiene è caratterizzato da composti contenenti ossigeno, zolfo e azoto che ne riducono la qualità. Tali elementi possono essere eliminati attraverso la scissione (cracking) con zeoliti con la produzione di idrocarburi. L’obiettivo dello studio è stato quello di valutare le caratteristiche del cracking catalitico di tre microalghe: Arthrospira platensis, Botryococcus braunii e Desmodesmus communis per la produzione di idrocarburi. Le biomasse sono state pirolizzate a 500 °C e i vapori prodotti termicamente sono stati fatti passare nella zeolite dove subiscono il cracking. Sono state utilizzate due zeolite a diversa acidità: un pellet H-ZSM5 (SiO2/Al2O3=38) e un monolite a base di HZSM5 (SiO2/Al2O3=80) e sepiolite. Dal cracking si ottengono sei frazioni pirolitiche: char, coke, fase acquosa, bio-olio, frazione volatile e gas non condensabili. Le frazioni sono state caratterizzate tramite analisi elementari e molecolari e dai dati ottenuti sono stati calcolati i bilanci di N, C e del potere calorifico. Per tutte le alghe si ottiene un bio-olio con un elevato contenuto di carbonio e fortemente deossigenato, ma le rese sono relativamente basse. I prodotti che contengono una maggior frazione del carbonio della biomassa iniziale sono il char ed il coke, seguiti dalla fase organica e dai gas. La distribuzione dell’azoto è simile ma con una maggiore frazione nella fase acquosa. Entrambi i catalizzatori agiscono migliorando la qualità del bio-olio tramite la riduzione dei composti azotati ed ossigenati e formando idrocarburi monoaromatici, tipici delle benzine, e poliaromatici. Il monolite, con zeolite meno acida, produce una maggior frazione di bio-olio caratterizzato, però, da una minor percentuale di composti aromatici. Si ritiene che l’aumento delle rese del bio-olio e la valorizzazione dei sottoprodotti (biochar, fase acquosa) siano indispensabili per la sostenibilità del processo.

Sviluppo di nuovi combustibili mediante pirolisi catalitica di biomassa

Questa tesi ha riguardato lo studio di potenziali combustibili dalla pirolisi catalitica di varie tipologie di biomasse. Durante l’attività di laboratorio sono state condotte pirolisi intermedie e con zeolite di campioni di Arthrospira platensis (microalghe), residui della pesca, Ulva lactuca (macroalghe) e segatura di pino (Pinus sylvestris). Il cracking termico è stato condotto a 460 °C, con un reattore pirolitico da banco, e i vapori sono condensati in trappole fredde al termine del sistema. Nella pirolisi catalitica, i vapori prodotti nelle stesse condizioni sperimentali attraversano uno strato di catalizzatore (H-ZSM-5) dove subiscono il cracking. L’obiettivo principale di questo studio è la valutazione del processo di upgrading dei vapori di pirolisi per ottenere bio-oli arricchiti in idrocarburi. Dalle prove di pirolisi, catalitica e non, sono state raccolte frazioni solide e liquide, di cui sono state determinate le rese: biochar (solido), frazione liquida organica e acquosa e, nel caso delle pirolisi catalitiche, coke e una frazione volatile solubile in eptano. Delle frazioni organiche ed eptanica è stata caratterizzata la composizione elementare e mediante analisi GC-MS. Per le biomasse di partenza sono state effettuate analisi elementari, prossimali e degli acidi grassi totali. I risultati mostrano differenze sostanziali tra le frazioni organiche delle pirolisi e pirolisi catalitiche. Microalghe, macroalghe e residui della pesca contengono proteine che producono oli ricchi in composti azotati, mentre la segatura di pino produce oli ricchi in composti ossigenati derivati dalla lignina. In seguito al cracking catalitico si ha una diminuzione dei composti azotati e ossigenati e gli oli sono costituiti per la maggior parte da idrocarburi aromatici. L’olio da cracking catalitico ha una composizione simile a quella dei combustibili tradizionali, ma una migliore qualità di composizione del bio-olio comporta rese più basse. Il processo può presentare potenzialità solo per la trasformazione di biomasse di scarto.

Cracking the language code : NAPLAN numeracy tests in years 7 and 9

Focusing on the use of language is a crucial strategy in good mathematics teaching and a teacher’s guidance can assist students to master the language of mathematics. This article discusses the statements with reference to recent year 7 and 9 NAPLAN numeracy tests. It draws the readers’ attention to the complexities of language in the field of mathematics. Although this article refers to NAPLAN numeracy tests it also offers advice about good teaching practice.

Cracking the code : a checklist to complement CRAs for first year Justice students

It is well recognised in the literature on first year higher education that there is a need for Universities to provide further support and development in student learning skills and engagement. Assessment and feedback is an area with differing expectations and understandings among academics and students (e.g. AUSSE, CEQ). Consistency and explicitness in academic feedback is fundamental in assisting students in their transition to university education and learning. This poster captures the progress of an 18 month funded by the Faculty of Law Teaching and Learning Grant scheme (QUT). The project sought to develop and trial an assessment checklist/diagnostic tool to accompany Criteria Referenced Assessment sheets for students within the School of Justice, Law Faculty, Queensland University of Technology (QUT).The checklist was trialled across four units in the School of Justice (Law faculty) amongst an estimated cohort of over 600 students undertaking single and dual degrees.

Catalytic cracking of tars derived from rice hull gasification over goethite and palygorskite

Palygorskite (P), goethite (G), and hydrothermally synthesized goethite (HG) were used as supports for Fe and Ni. The catalytic activity of these materials was investigated involving in P, G and HG (supported Fe and Ni) for catalytic decomposition of biomass tar derived from rice hull gasification. The materials were characterized by X-ray diffraction (XRD), X-ray fluorescence (XRF), and transmission electron microscopy (TEM) with an energy dispersive X-ray (EDS). The catalytic activity of P for removal of tar was significantly better than that of G and HG. However, the activity of G with 6 mass% Ni labeled as Ni6/G (tar conversion 94.6%), which was equal to Fe6Ni6/P (94.4%), was better than Ni6/P (64.4%) and Ni6/HG (46.7%). When the loading of Ni (mass%) was 6 mass% on G, tar conversion had the best value (94.6%) and yield of gaseous products reached 486.9, 167.8 and 22.2 mL/(g·tar) for H2, CO, CH4, respectively. The catalytic activity of goethite supported Ni was better in improving tar conversion and improving increased yield of H2, CO, CH4, which was attributed to the existence of Al/Fe substitution of goethite

Catalytic cracking of tar derived from rice hull gasification over palygorskite-supported Fe and Ni

The catalytic performance of Fe–Ni/PG (PG: palygorskite) catalysts pre-calcined and reduced at 500 ◦C for catalytic decomposition of tar derived through rice hull gasification was investigated. The materials were characterized by using X-ray diffraction, hydrogen temperature reduction, and transmission electron microscopy. The results showed that ferrites with spinel structure ((Fe, Ni)3O4) were formed during preparation of bimetallic systems during calcination and reduction of the precursors (Fe–Ni/PG catalysts) and NiO metal oxide particles were formed over Fe6–Ni9/PG catalyst. The obtained experimental data showed that Fe–Ni/PG catalysts had greater catalytic activity than natural PG. Tar removal using Fe6–Ni9/PG catalyst was as high as Fe10–Ni6/PG catalyst (99.5%). Fe6–Ni9/PG showed greater catalytic activity with greater H2 yield and showed stronger resistance to carbon deposition, attributed to the presence of NiO nanoparticles. Thus, the addition of nickel and iron oxides played an important role in catalytic cracking of rice hull biomass tar.

Effect of preparation method of palygorskite-supported Fe and Ni catalysts on catalytic cracking of biomass tar

In this study, the effect of catalyst preparation and additive precursors on the catalytic decomposition of biomass using palygorskite-supported Fe and Ni catalysts was investigated. The catalysts were characterized by X-ray diffraction (XRD) and transmission electron microscopy (TEM). It is concluded that the most active additive precursor was Fe(NO3)3·9H2O. As for the catalyst preparation method, co-precipitation had superiority over incipient wetness impregnation at low Fe loadings.

Characterization and catalytic performance of Fe3Ni8/palygorskite for catalytic cracking of benzene

Catalytic decomposition is a very attractive way to convert tar components into H2, CO and other useful chemicals. The performance of Fe3Ni8/PG (palygorskite, PG) reduced in hydrogen at different temperatures for the catalytic decomposition of benzene has been assessed. Benzene was used as the model biomass tar. The effects of calcination atmosphere, temperatures and benzene concentration on catalytic cracking of benzene were measured. The results of XRD (X-Ray Diffraction), TEM (Transmission Electron Microscope), TPR (Temperature Program Reduction), TPSR (Temperature Program Surface Reduction), TC (Total Carbon), the reactivity component and reaction mechanism over Fe3Ni8/PG for catalytic cracking of benzene are discussed. The results showed particles of awaruite (Fe, Ni) about 2–30 nm were found on the surface of palygorskite by TEM when the calcination temperature was 600 °C. Particles with size smaller than 30 nm were obtained on all prepared Fe3Ni8/PG catalysts as shown by XRD. The nanoparticles proved to be the reactive component for catalytic cracking of benzene and the increase of active particle size caused the decrease in the reactivity of Fe3Ni8/PG. Fe3Ni8/PG annealed in hydrogen at 600 °C was proved to have the best reactivity in experiments (45% hydrogen yield). High concentration benzene (448 g/m3) accelerated the formation of carbon deposition. However, iron oxide decreases carbon deposition and increases the stability of catalyst for catalytic cracking of benzene. The application of Fe3Ni8/PG catalysts was proved a very effective catalyst for the catalytic cracking of benzene.

Analysis and control of cracking due to shrinkage in cast-in-place reinforced concrete slabs

The numerical analysis method of cracking in cast-in-place reinforced concrete slabs is presented. T he results agree w ell with the actual conditions. T he current state of knowledge and some new research findings on crack-control are introduced such as increasing the quantities of the distribution steel, adopting fibre reinforced concrete etc. Some recommended crack-control procedures used in design construction is presented based on the investigation and study of cracking in a frame structure.

A facile chemical screening method for the detection of stress corrosion cracking in 9 carat gold alloys

Stress corrosion cracking (SCC) is a well known form of environmental attack in low carat gold jewellery. It is desirable to have a quick, easy and cost effective way to detect SCC in alloys and prevent them from being used and later failing in their application. A facile chemical method to investigate SCC of 9 carat gold alloys is demonstrated. It involves a simple application of tensile stress to a wire sample in a corrosive environment such as 1–10 % FeCl3 which induces failure in less than 5 minutes. In this study three quaternary (Au, Ag, Cu and Zn) 9 carat gold alloy compositions were investigated for their resistance to SCC and the relationship between time to failure and processing conditions is studied. It is envisaged that the use of such a rapid and facile screening procedure at the production stage may readily identify alloy treatments that produce jewellery that will be susceptible to SCC in its lifetime.

ACE research vignette 038 : Cracking the start-up code : does it matter when you do what?

This series of research vignettes is aimed at sharing current and interesting research findings from our team of international Entrepreneurship researchers. This vignette deals with the process of new venture creation, and specifically the sequence in which different ‘start-up activities’ are undertaken.

Cracking the Code: a Checklist to Complement CRAs for First Year Justice Students

Project overview, promotional poster and how to access and use the checklist (student guide)

Grant application: QUT Learning and Teaching scheme 2012 Cracking the Code - A checklist to complement CRAs for first year Justice students.

Widening participation brings with it increasing diversity, increased variation in the level of academic preparedness (Clarke, 2011; Nelson, Clarke, & Kift 2010). Cultural capital coupled with negotiating the academic culture creates an environment based on many assumptions about academic writing and university culture. Variations in staff and student expectations relating to the teaching and learning experience is captured in a range of national and institutional data (AUSSE, CEQ, LEX). Nationally, AUSSE data (2009) indicates that communication, writing, speaking and analytic skills, staff expectations are quite a bit higher than students. The research team noted a recognisable shift in the changing cohort of students and their understanding and engagement with feedback and CRAs, as well as variations in teaching staff and student expectations. The current reality of tutor and student roles is that: - Students self select when/how they access lectures and tutorials. - Shorter tutorial times result in reduced opportunity to develop rapport with students. - CRAs are not always used consistently by staff (different marking styles and levels of feedback). - Marking is not always undertaken by the student’s tutor/lecturer. - Student support services might be recommended to students once a poor grade has been given. Students can perceive this as remedial and a further sense of failure. - CRA sheet has a mark /grade attached to it. Stigma attached to low mark. Hard to focus on the CRA feedback with a poor mark etched next to it. - Limited opportunities for sessionals to access professional development to assist with engaging students and feedback. - FYE resources exist, however academic time is a factor in exploring and embedding these resources. Feedback is another area with differing expectations and understandings. Sadler (2009) contends that students are not equipped to decode the statements properly. For students to be able to apply feedback, they need to understand the meaning of the feedback statement. They also need to identify, the particular aspects of their work that need attention. The proposed Checklist/guide would be one page and submitted with each assessment piece thereby providing an interface to engage students and tutors in managing first year understandings and expectations around CRAs, feedback, and academic practice.