RESUMO
Previously, 3D printing of porous materials and metal oxides was limited to low loading metal loadings, as increasing the nitrate salt concentrations, which are used to generate the oxide component, gave rise to poor rheological properties beyond 10 wt %. In this study, we addressed this problem by directly printing insoluble oxides alongside H-ZSM-5 zeolite, which allowed for increased oxide loadings. Various metal oxides such as V2O5, ZrO2, Cr2O3, and Ga2O3 were doped onto H-ZSM-5 through the additive manufacturing method. Characterization and correlation between the X-ray diffraction, NH3-temperature-programmed desorption, O2-temperature programmed oxidation, temperature-programmed reduction, scanning electron microscopy-energy dispersive spectroscopy, and in situ CO2 DRIFTS experiments revealed that directly 3D printing metal oxides/H-ZSM-5 inks leads to significant modification in the surface properties and oxide bulk dispersion, thereby enhancing the composites' reducibility and giving rise to widely differing product distributions in n-hexane cracking reaction. The obtained metal oxide/zeolite structured materials were used as bifunctional structured catalysts for the selective formation of light olefins from hexane at 550-600 °C and GHSV = 9000 mL/gcatalst·h in a packed-bed reactor. Among the various compositions of metal oxides/H-ZSM-5 examined (i.e., 15 wt % Ga2O3, 15 wt % ZrO2, 15 wt % V2O5, 15 wt % Cr2O3, or 5 wt % Cr/10 wt % ZrO2/10 wt % V2O5/10 wt % Ga2O3 balanced with H-ZSM-5), the 15 wt % Cr/ZSM-5 monolith displayed the best n-hexane cracking performance, as it achieved 80-85% conversion of hexane with a 40% selectivity toward propylene, 30% selectivity toward ethylene, and 10% selectivity toward butene at 550 °C. The sample also showed zero benzene/toluene/xylene selectivity and no deactivation after 6 h. This study represents a proof-of-concept for tailoring customizable heterogeneous structured catalysts by directly 3D printing high loading of metal oxides/porous zeolite and is a breakthrough in material science.
RESUMO
Academic dishonesty, including cheating and plagiarism, is on the rise in colleges, particularly among engineering students. While students decide to engage in these behaviors for many different reasons, academic integrity training can help improve their understanding of ethical decision making. The two studies outlined in this paper assess the effectiveness of an online module in increasing academic integrity among first semester engineering students. Study 1 tested the effectiveness of an academic honesty tutorial by using a between groups design with a Time 1- and Time 2-test. An academic honesty quiz assessed participants' knowledge at both time points. Study 2, which incorporated an improved version of the module and quiz, utilized a between groups design with three assessment time points. The additional Time 3-test allowed researchers to test for retention of information. Results were analyzed using ANCOVA and t tests. In Study 1, the experimental group exhibited significant improvement on the plagiarism items, but not the total score. However, at Time 2 there was no significant difference between groups after controlling for Time 1 scores. In Study 2, between- and within-group analyses suggest there was a significant improvement in total scores, but not plagiarism scores, after exposure to the tutorial. Overall, the academic integrity module impacted participants as evidenced by changes in total score and on specific plagiarism items. Although future implementation of the tutorial and quiz would benefit from modifications to reduce ceiling effects and improve assessment of knowledge, the results suggest such tutorial may be one valuable element in a systems approach to improving the academic integrity of engineering students.
