PLENARY SPEAKERS

PLENARY TALK SPEAKERS

 

 

Title' Tribute to Memory of Professor

Brahim DJELLOULI '

 

ABSTRACT

 When the Chemical Department was opened in 1981, Brahim Djellouli was almost the first teacher recruited, coming as young engineer freshly graduated from Polytechnic Algeria.

While an  electrochemical environment  was done to the Department,  he was the first introducing Process Engineering and he becomes Mister Non electrochemical courses , always Volountary delivering  new courses and creating  very smart  practices  with the poor means at this moments.

His thirst for knowledge and to go further in scientific understanding prompted him very quickly to ask for a pursuit in PhD thesis.

And then he joined University of Strasbourg and worked on very early stage of HDS at very high pressure. I had the honor and privilege of being a member of his thesis jury and I discovered how strategic the domain of his thesis topic was.

After his PhD, his work was very largely valorized by his team and lab beyond numerous publication as industrial contracts with several industrial companies including Elf (Today TOTAL, ARKEMA,BP  AND SHELL.

He quickly declined a proposal of position made by the management of the lab few hours after his PhD.

I was told that this offer is done not only of his skill and expertise but also for his Human Qualities.

Indeed, along the years we worked together I appreciated his  Generosity, Humility  and strong  ability to share  with the other , always with permanent smile on his face.

Then after his PhD BRAHIM went back  and takes the  road of the university  every day and it was on this road………….  When he left us.

HIS WORK ON HDS

Some words on the importance of the segment of the PhD works of Brahim Djellouli done before 1990. He was almost the first to realize experiment as such so high pressure. He combined his talent of scientific but also engineer as he designed and constructed original high pressure reactor!

Success of HDS's works and several European has contributed  to a deep changes in sulfur emission regulations that have decreased successively from 500 to 50 ppm between 1998 and 2005, reaching finally  10 ppm since the 1st January 2009 (European standards).


By PROFESOR Farouk TEDJAR, 

Laboratoire d’Electrochimie et de Physico-chimie des Matériaux et des Interfaces (UMR 5279)

  University of Grenoble, FRANCE.

 

 

 

Title    Should education about chemical weapon's be more mainstream?'

 

ABSTRACT

 Those involved in arms control issues call for more education and outreach activities to promote the aims of international treaties governing weapons systems. This is true for all treaties be they concerned with chemical, biological, nuclear or other radiological weapons. The call for more education has been made largely by those in foreign and defense ministries with hardly any involvement by education ministries. As a result activity on the education front has been limited and local. If outreach activities are to become more widespread and effective a number of questions need addressing. What needs to be said, to whom, and why? What is the evidence that the messages will be effective in achieving the desired goals which, by and large, are the non-use of these indiscriminate weapons? Should everyone be taught about the issues even if they will never use the weapons? Should we treat the education about weapons much as we might the need to wash hands to prevent infections, or the need to learn about managing money to avoid getting into debt? But are the risks the same? Most people are at risk of infections and debt is widespread. Why does this work if the majority of states have got rid of their chemical weapons, for example? Is the odd rogue scientist who might be tempted to make a chemical weapon worth all this trouble? Or is the issue about civilian support for international regimes that police industry what we are after? Why is industry the threat? These and other questions will be explored in this presentation.' 

 

By Alastair Hay, PhD, OBE

Professor of Environmental Toxicology

 


Title   Impact of nanotechnology on higher education curricula:

Cases of “chemistry ‘and “chemical engineering” curricula'

 ABSTRACT

The very fast and large development of nanotechnology over the last three decades, has led to:

1. The introduction of new concepts that have to be mastered and taken into consideration: “green chemistry”; “sustainable development”; “ nanotechnologies” and “nanosciences”, “convergence of sciences”…    

2.  The emergence of new techniques and technologies in chemical synthesis. For example, the production of a new type of catalysts that are much more efficient: nanocatalysts : this new type of catalysts, combined to microreactor technology, were behind the mutation of catalysis, from art to science. Many synthesis reactions are now performed with a 100% yield and with no side products…       

3.   The production of nanomaterials that are now being used in different fields. These nanomaterials spread out to many scientific and technologic fields, notably in materials science, in catalysis and in medicine. For instance, smart nanocarriers for drugs delivery and targeting, ranging from liposomes, to polymeric nanospheres and micelles, are now used for cancer treatment. These drugs nanocarriers helped the emergence of what is now called “Nanomedicine”.       

These scientific and technological developments are having a strong impact, not only on chemical industries and chemicals production… but also on chemistry and chemistry related education curricula and research activities at different levels. This impact is clearly seen over the comparison of higher education curricula evolution of major disciplinary fields such as chemistry, chemical engineering, biology, materials science...

As illustration of such an impact, the evolution of such curricula from different leading higher education institutions is followed over the last three decades. It is observed that:    

  • Nanotechnology related topics increased regularly, going from “discovery and optional” courses in the 1980’s to “major and fundamental” teachings in this beginning of the XXIst century. For instance, polymer nanocomposites are now industrially produced and their teachings have become an important part in materials/polymer science curricula.

  • Atomic force microscopy, a powerful and unavoidable technique for surface characterization at the nanoscale level, is now available in most research laboratories.    

  • Chemistry curricula are containing more and more biology contents while biology curricula are containing more and more chemistry contents.  

  •  Chemical engineering” and “biology engineering” are merging into a single field called “Biochemical engineering” …


By PROF. BENACHOUR Djafer

 

LMPMP, Faculty of Technology, Ferhat ABBAS University SETIF 1, 19000 SETIF (ALGERIA)

 

 

Title   Implementing the responsible use of chemistry in the curriculum’

ABSTRACT

Thousands of new chemicals are reported every day which can render enormous benefits for the common good. However, new developments in science and technology are paving the way for a multitude of opportunities beneficial to humankind could also open the door to unforeseen challenges and abuses. Many chemists have limited or no exposure to the ethical norms and to the aims of the Chemical Weapons Convention during their careers. The availability of information and materials makes evident that awareness-raising about the multiple uses of chemical substances and the dual use nature of scientific knowledge is an urgent need, in particular in the field of chemical education.  

This work will refer to our initiatives focused on the consideration of issues of ethics, responsibility and the CWC in the chemistry curriculum at all levels of education and public outreach programs. The presentation will also describe our experience to include these topics in the core curriculum, elective courses and complementary activities at university for the degree in chemistry.

 

By PROF. Alejandra G. SUÁREZ

Chair of the Scientific Advisory Board of the OPCW

 

Title ‘Irresistible context oriented chemistry’

ABSTRACT

 In the project Irresistible (Apotheker et al., 2016)  14 partners have worked together to raise awareness to Responsible Research and Innovation through Inquiry Based Science Education. Universities worked together with Science Centers and Schools. Within the Universities the departments of (chemical or science) education were involved as well as research institutes that do science research.

In the 10 countries participating in this project ‘Community of Learners’(CoL) were formed in which researchers, teachers, educational specialists and specialists in informal learning from science centers work together. If possible specialists from industry were added to the CoL. In this first round the aim is to have at least five schools represented in the CoL.

*       The partners in the project IRRESISTIBLE have designed 17 modules for students to:

  • Increase content knowledge about research by bringing topics of cutting edge research into the program

  •  Foster a discussion among the students about RRI issues about the topics that are introduced.

In the modules the science content is presented with a context as the leading start. The context is needed in order to capture the attention of the students and increase their motivation to work on the project. It makes the science content relevant to them. The context also sets the stage for the learning process.

In the module from Israel, titled ‘the RRI of Perovskite-based Photovoltaic Cells’ (Blonder et al., 2016) for example the students in a ninth grade class are asked to find arguments pro and contra the installation of solar energy in the windows of their school. After learning the science needed to understand the working of these solar cells in a science center, they come back to school to study about energy transition. In the end they build exhibits to inform the other stakeholders in the school about the aspects playing a role in the decision about solar panels.

Contexts are a powerful tool in motivating students to learn about science in general and chemistry in particular.

By PROF. Jan APOTHEKER

University of Groningen

References

Apotheker, J. H., Blonder, R., Akaygun, S., Reis, P., Kampschulte, L., & Laherto, A. (2016). Responsible research and innovation in secondary school science classrooms: Experiences from the project irresistible. Pure and Apllied Chemistry, 88(December), online.

Blonder, R., Rosenfeld, S., Barad, R., Bar-Dov, Z., Khatib, F., Rap, S., et al. (2016). The RRI of perovskite-based photovoltaic cells. Rehovot, Israel: the Weizmann Institute (http://www.irresistible-project.eu/index.php/en/resources/teaching-modules)

This project has received funding from the European Union’s Seventh Framework Program for research; technological development and demonstration under grant agreement no 612367

 

  

Title   ‘Making science accessible,

 How to teach chemistry to visually impaired students’

 

ABSTRACT

 Chemistry is the science of matter and its transformations. Matter, from the chemical point of view, consists of the substances we encounter in our daily lives, such as solids, liquids, and gases, as well as the atoms and molecules of which these substances are composed (American Chemical Society[ACS], 2012). Therefore, teaching chemistry requires the understanding of interaction taking place at micro level in the systems we encounter in everyday lives. Another major aspect of chemistry instruction is the communication system which helps to transfer message between the chemist. This necessitates the symbolic level. The mission of chemistry education, in terms of school establishments, is to prepare individuals who would develop a certain level of scientific understanding and basic scientific process skills necessitates to understand the interactions in chemical phenomena at macro, micro and symbolic level.

Learning chemistry requires intensive use of our senses, particularly eyes to be a good observer. However, some of the individuals, have difficulty in using their eyes due to visual impairments.  Although there are different definitions, visual impairment is used as an overall term that encompasses all people with decreased vision, regardless of the severity of their vision loss. In terms of educational purposes, the visual impairment is used to describe children whose visual condition in such that special provisions are necessary for their successful education. In this presentation, visually impaired students’ needs in carrying our laboratory works and learning chemistry will be discussed. In addition, samples from learning materials which was developed to meet those students’ needs will be presented. Recommendations will be made how to adapt chemistry content to visually impaired students.  

 

By PROF Mustafa SÖZBİLİR

Atatürk University, Erzurum-Turkey

References

American Chemical Society (2012). ACS guidelines and recommendations for the teaching of high school chemistry.

Retrieved from https://www.acs.org/content/dam/acsorg/education/policies/ recommendations-for-the-teaching-of-high-school-chemistry.pdf on January 5, 2017.

 

 

Title  ‘Systems Thinking, Sustainability, and Security

  A Role for Chemistry Education’

 

ABSTRACT

Chemistry plays a crucial role in making modern life possible.  Yet the scale of the chemistry carried out by 7.4 billion people has both beneficial and destructive impacts on our planet and its people.   The eyes of the world are drawn to the fact that human activity and chemical reactivity are inextricably intertwined, as many of the control variables for our planetary boundaries that are entering or moved beyond zones of uncertainty are quantified by fundamental chemistry measurements.  Analysis shows that planetary boundaries under particular threat from human activity include those related to the amount of fixed nitrogen, the phosphorus cycle, ocean acidification, and climate change. And biophysical changes, such as those due to changing local climates, are projected to lead to substantially amplified rates of human conflict in the coming decades.

What kind of chemistry education is appropriate to prepare students for life in a world with little certainty, except that it will be more complex and uncertain than today’s world? Unfortunately, formal chemistry education often introduces concepts in isolation from important integrating contexts, and misses rich opportunities to apply systems thinking in which the powerful tools of chemistry can help to achieve a more sustainable and secure planet. We will explore approaches and curricular resources that can be used by chemists and others in educating for complexity, uncertainty and sustainability on a changing planet.  

By PROF. Peter MAHAFFY

King’s University in Edmonton, Canada

 


Title  ‘Soft chemical synthesis of nanostructured materials’

 

 

ABSTRACT

Nanostructured materials may be defined as materials whose structural elements - clusters, crystallites or molecules- have dimensions in the 1 to 100 nm range. As compared to bulk materials, nanoscale materials exhibit large surface areas and size-dependent quantum confinement effects. They often have distinct electronic, optical, magnetic, chemical, and thermal properties

One of the important goals for nanoscale synthesis is the production of structures that achieved monodispersity, stability, and crystallinity with predictable morphology. Nowadays, the solution-phase approach has become a promising technique to prepare nanostructures. During the solution-phase synthesis of nanoparticles, the control of nucleation and successive growth, which is extremely sensitive to the synthetic parameters, has been believed to be the key to the size and shape-controlled synthesis of nanostructures.

In principle we can classify the wet chemical synthesis of nanomaterials into two broad groups:

  1. The top down method: where single crystals are etched in an aqueous solution for producing nanomaterials.
  2. The bottom up method: consisting of precipitation method, sol-gel etc. where materials containing the desired precursors are mixed in a controlled fashion to form a colloidal solution.

The current work is devoted to the synthesis of nanostructured CuO, Cu2O, ZnO and Silicon (nanoparticles and nanosheets) with high specific surface area using a fast, facile and inexpensive solution method which should be suitable for large-scale production.

Bottom up method was applied to prepare nanostructured CuO, Cu2O and ZnO powders at room temperature from metallic copper powder, zinc powder, and other precursors in the presence of directing agent such as ethylene glycol, sodium dodecyl Sulphate (SDS)…

Using top-down solution processes,one pot synthesis of silicon nanoparticule and silicon sheets in gram-scale quantities by Redox-Assisted Chemical Exfoliation (RACE) of calcium disilicide (CaSi2) from materials including a 2D sheet structure as a fundamental unit was reported. Among many Zintl silicides, only calcium disilicide (CaSi2) has a structure that includes 2D silicon puckered sheets in which the Si6 rings are interconnected. The puckered (Si‒)npolyanion layers are separated from each other by planar monolayers of Ca2+.

All the prepared nanoparticles were characterized by X-ray diffraction measurements (XRD), Fourier Transform Infrared Spectroscopy (FT-IR), scanning electronmicroscopy (SEM) and Nitrogen adsorption (BET).

By PROF. Mustapha Ait Ali

Université Cadi Ayyad, Marrakech, 40001, Morocco

 

 

Title  ‘Twenty Years on SATLC

Systemic Chemical Education Reform in the Global Age’

 

ABSTRACT

  The Systemic Approach to Teaching and Learning contribution to chemical education reform [SATLC] was initiated about 20 years ago when it became clear that the globalization of most human activities had begun. Our interest in science education led us to the belief that it must reflect a flexibility to adapt to rapidly changing global needs. We needed a paradigm that would respond rapidly to the global needs, as well as providing our students with a way to shift their learning habits from a linear approach [LA ]to a systemic approach[SA ].

SATL is a new way of teaching and learning, based on the global idea that nowadays everything is related to everything. Students shouldn’t learn isolated facts (by heart), but they should be able to connect concepts and facts in an internally logical context.

SATL represents a theme and method of teaching and learning that finds use in all aspects of the modern human condition and the challenges. It helps learners to achieve a deeper learning experience, improve their understanding, enhance a systemic way of thinking, and increase their enthusiasm for learning chemistry, as well as other subjects. It leads to a systemic change in the educational process.

We have conducted numerous experiments in which we attempted to establish the effectiveness of SATL methods not only in chemistry, but also in other basic sciences, medicinal sciences, engineering sciences, and linguistics. In chemistry, our SATLC efforts have addressed the pre-university, and university levels of education. We have created SATLC units on general, analytical, aliphatic, aromatic, and heterocyclic chemistry. In this presentation, various examples of systemic teaching materials will be illustrated.


By PROF. Ameen F. M. Fahmy

Ain Shams University, Abbasia, Cairo, Egypt

References:

[1]       Fahmy, A. F. M., Lagowski, J. J., The Use of Systemic Approach in Teaching and Learning for 21st Century, J Pure Appl. 1999, [15th ICCE, Cairo, August 1998].

[2]       Fahmy, A. F. M., Lagowski, J. J., Systemic Reform in Chemical Education: An International Perspective,  J. Chem. Edu. 2003, 80(9), 1078.

[3]       Fahmy, A. F. M., Lagowski, J. J., Systemic Multiple Choice Questions (SMCQs) in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].

 [4] Fahmy, A.F.M.,SATLC applications as examples for systemic chemistry education reform in the global age, AJCE, 2014, 4(2),2-30 Special Issue (Part I)[Presented ACRICE-1, Addis Ababa, Ethiopia DEC.2013]

[ 5 ] Shazia Summer, Anam Shafi and Iftikhar Imam Naqvi, SATL model lesson for teaching effect of temperature on rate of reaction, AJCE, 2014, 4(2),139-144, Special Issue (Part I)[Presented ACRICE-1, Addis Ababa, Ethiopia DEC.2013].

[6] Bradley,J, The chemist,s triangle  and general systemic approach to teaching and learning  and research in chemistry education , AJCE, 2014, 4(2),64-79 Special Issue (Part I)[Presented ACRICE-1, Addis Ababa, Ethiopia Dec 2013]

[7]  Fahmy,A.F.M. Uses of systemic approach and chemist's triangle in teaching and learning chemistry: Systemic Chemistry Triangle [SCT] as a teaching & learning strategy,       AJCE, 6[2], 69-95,July2016.

                                

Title  Chemical Safety and Security Management; Role of the OPCW

 

ABSTRACT

 The rapid advances of sharing information and communication technology in recent years has seen knowledge management become a key tool for the success of an organization. Many international organizations have developed various programs and activities on chemical risk management and mitigation practices to prevent chemical accidents and potential misuse of chemicals which plays a pivotal role as key to their future expansion strategies. The OPCW has identified knowledge and information sharing as one of their primary management tools to overcome current threats posed by non-State actors on chemical facilities.

The result is the rapid expansion of information sharing and knowledge dissemination activities among Member States specifically targeting government and private sector officials who track and oversee the legitimate uses of chemicals of interest. Despite the increasing popularity amongst the scientific and non-scientific community, sharing information and knowledge dissemination related to risk assessment and management strategies, during workshops and seminars remain a complex and challenging task. It creates specific challenges as States Parties have adopted different risk management strategies to cater to their individual needs in diverse cultural settings.

It has been evident that valuable resources have either been underutilized or duplicated, in the pursuit of developing better safety and security assessment tools. Therefore, adhering to a common integrated safety and security risk management plan would enable a common solution to overcome national boundaries across diverse cultural settings. This seminar attempted to explicate the importance of a common safety and security risk assessment tool, which is accepted by Member States. This seminar attempted to explicate the importance of a common safety and security risk assessment tool, which is accepted by Member States. The outcome of this forum illustrated the need to provide systematic processes to understand the risk related to chemical industries. In a future forum, the objectives of the safety and security risk assessment programs would be accomplished through sharing of case studies, table top exercises and group discussions. It could explicitly defines the roles and responsibilities of professional risk management teams, and identify results which could be leveraged for proper understanding of risk based safety and security assessment for Member States.


By Dr. Rohan P PERERA

Ain Senior International Cooperation Officer

 

International Cooperation Officer Branch

 Organisation for Prohibition of Chemical Weapons