Imperial College London

MrAndrewMacey

Faculty of EngineeringDepartment of Chemical Engineering

Teaching Lab Technician
 
 
 
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Contact

 

+44 (0)20 7594 2046a.macey

 
 
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Location

 

102BACE ExtensionSouth Kensington Campus

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Summary

 

Publications

Publication Type
Year
to

7 results found

Shah U, Inguva P, Tan B, Yuwono H, Bhute VJ, Campbell J, Macey A, Brechtelsbauer Cet al., 2021, CREATE labs – Student centric hybrid teaching laboratories, Education for Chemical Engineers, Vol: 37, Pages: 22-28, ISSN: 1749-7728

The CREATE labs, a hybrid laboratory experience suitable for remote learning was developed at Imperial College in response to the COVID-19 pandemic. To facilitate the transformation from traditional to remote labs, a systematic review of offered projects was carried out to identify where learning objectives could be met using remote-friendly options such as simulations. Essential physical experiments were performed through the use of various technologies including online collaboration software and first-person point of view cameras to enable a high level of student involvement. Student surveys and interviews confirmed a positive experience comparable to previous years with an improvement in feedback provision.

Journal article

Macey A, 2020, Accelerating Students’ Learning of Chromatography with an Experiential Module on Process Development and Scaleup, Journal of Chemical Education, ISSN: 0021-9584

Journal article

Xie M, Inguva K, Chen W, Prasetya N, Macey A, DiMaggio P, Shah U, Brechtelsbauer Cet al., 2020, Accelerating students’ learning of chromatography with an experiential module on process development and scaleup, Journal of Chemical Education, Vol: 97, Pages: 1001-1007, ISSN: 0021-9584

The objective of the presented module is to train students with no background in process development and scaleup of chromatographic processes to a high level of competency within 40 contact hours. The key pedagogical approach is “progression” where students’ capabilities are gradually built up with appropriate scaffolding provided at each stage of their learning. The module is broken up into three steps, with each step covering a different aspect of chromatography. Knowledge gained in one step is the foundation for work in the next. In the first step, students investigate several chromatographic column packing materials and perform a solvent selection process. Design of experiment (DOE) to systematically vary process parameters for method development is introduced in the second step. In the last step, students use a preparative-LC system to perform a larger-scale separation. Students explore different scale-up scenarios, including volume fraction collection and column overloading. Pedagogic outcomes of the module were determined through surveys, interviews, and personal interaction during the study. Results clearly indicate that students engaged well with the module while meeting overall learning objectives. The module is equally suitable for third- or fourth-year university students or industry practitioners unfamiliar with chromatography as part of continuing professional development.

Journal article

Kalogeropoulos N, Walker P, Hale C, Hellgardt K, Macey A, Shah U, Maraj MPet al., 2020, Facilitating Independent Learning: Student Perspectives on the Value of Student-Led Maker Spaces in Engineering Education, INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, Vol: 36, Pages: 1220-1233, ISSN: 0949-149X

Journal article

Macey A, Campbell J, Chen W, Shah U, Brechtelsbauer Cet al., 2018, Transforming the role of demonstrators through video led instructions, International Symposium of Engineering Education 2018, Publisher: ISEE

Video on-demand has become a seamless part in the fabric of society’s information consumption. Although videos are common place as a demonstration medium for simple experiments, they have not been used widely as a training tool in teaching laboratories. In this study, we focus on employing video on location to provide practical instructions in authentic settings.Over 10 instructional videos of first year laboratory experiments in chemical engineering were filmed, each providing detailed operational information. The whole cohort of over 140 students performed two experiments without videos under the traditional demonstration regime, and the remaining five experiments with video led instructions. More than 90% of students found the instructional videos useful, and 75% of students confirmed that this approach improved their teaching and learning experience. Over 95% of the students who participated in the survey recommended using videos as an instructional medium. Because of ready access to the videos, students were more confident in their practical abilities and spent more time engaging with theory to produce better informed outputs. Instead of focusing on operational issues, teaching staff had time to engage with students in discussions to explore topics in more depth.Rather than just being perceived as live-action versions of experiment hand-outs, the instructional videos actually changed outcomes for both learners and educators. Results indicate that the student experience was significantly enhanced and the teaching focus shifted from demonstration to exploration by transforming the role of demonstrators to facilitators and mentors.

Conference paper

Brechtelsbauer C, Macey A, Guirguis N, Tebboth M, Shah P, Chesi C, Shah Uet al., 2017, Teaching reaction kinetics with chemiluminescence, Education for Chemical Engineers, Vol: 22, Pages: 53-60, ISSN: 1749-7728

An experiment to aid the transition from secondary school chemistry to introductory chemical engineering in higher education is described. The phenomenon of chemiluminescence observed during the oxidation of luminol has been successfully employed to study the kinetics of the reaction. Using inexpensive light sensors the effects of temperature on rate of chemical reactions can easily be quantified through their associated kinetic parameters.The experiment gives reproducible results and allows the measurement of the rate constants of the reaction and its order with respect to luminol at different temperatures in one three hour laboratory session. From these, the activation energy of the reaction can be determined. Experimental skill and supervisory requirements are minimal making the setup ideal for first year undergraduate or final stage secondary school students.

Journal article

Brechtelsbauer C, Haslam A, Shah U, Macey A, Chen Wet al., 2016, Measuring vapour pressure with an isoteniscope - a hands-on introduction to thermodynamic concepts, Journal of Chemical Education, Vol: 93, Pages: 920-926, ISSN: 1938-1328

Characterization of the vapor pressure of a volatile liquid or azeotropic mixture, and its fluid phase diagram, can be achieved with an isoteniscope and an industrial grade digital pressure sensor using the experimental method reported in this study. We describe vapor-pressure measurements of acetone and n-hexane and their azeotrope, and how the data can be used to calculate thermodynamic properties of the test liquids, such as the molar heat of vaporization. This hands-on experience allows students to appreciate important thermodynamic concepts such as phase equilibrium, preparing them for more advanced studies of the subject.

Journal article

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