SUSTAINABLE POLYMER AND PROCESS CHEMISTRY

The teaching aims to provide fundamental principles of the processes for carbon capture, utilization, and storage; basic knowledge on the most relevant technologies will be provided too. During the lessons, a particular emphasis will be given to the transport phenomena involved in several carbon capture processes as well as to the potentials and challenges that characterize each technology, also through laboratory experiences. At the end of the lessons, the students should have acquired both a theoretical and practical knowledge on several CCUS processes and technologies that will allow them to select the best system for each situation.

The teaching provides the fundamental principles and the basic knowledge for understanding the various carbon capture, utilization, and storage (CCUS) processes and technologies. For each process and technology, the potentials and challenges will be discussed. For selected technologies, laboratory experiences will be planned too.

The exam is an oral examination conducted by two teachers for a duration of at least 30 minutes.
The exam will begin analysing the reports prepared on the laboratory experiences and then it will proceed with a discussion on the theoretical aspects of CCUS.
During the calendar year, seven exam dates are set up within the time intervals scheduled by the Manifesto degli Studi.
For students with disabilities or with SLD, the examination methods refer to the specific regulations of the University of Genova (https://unige.it/disabilita-dsa).
Students who have valid certification of physical or learning disabilities on file with the University and who wish to discuss possible accommodations or other circumstances regarding lectures, coursework and exams, should speak both with the instructor and with Professor Sergio Di Domizio ([email protected]), the Department’s disability liaison.

Goal of the assessment is to verify the student’s understanding of the principal issues related to CO₂ emissions and management, as well as the main technologies that have been developed for CO₂ capture, storage and utilization. Moreover, use of the specific terminology will be verified.
Otherwise, the student is invited to deepen his preparation also by taking advantage of further explanations by the teacher before repeating the exam.
For students with disabilities or with Learning Disability (DSA), the examination methods are consistent with the University regulations for the conduct of the exams (https://unige.it/disabilita-dsa).
Students who have valid certification of physical or learning disabilities on file with the University and who wish to discuss possible accommodations or other circumstances regarding lectures, coursework and exams, should speak both with the instructor and with Professor Sergio Di Domizio ([email protected]), the Department’s disability liaison.

The following supporting texts are suggested, limited to the contents covered in the teaching:
S.A. Rackley, Carbon Capture and Storage, Elsevier, 2017. https://doi.org/10.1016/C2015-0-01587-8.
M. Goel, M. Sudhakar, R.V. Shahi, eds., Carbon Capture, Storage and Utilization, CRC Press, 2019. https://doi.org/10.1201/9780429059117.
B.M. Bhanage, M. Arai, eds., Transformation and Utilization of Carbon Dioxide, Springer Berlin Heidelberg, Berlin, Heidelberg, 2014. https://doi.org/10.1007/978-3-642-44988-8.
J.A. Moulijn, M. Makkee, A.E. Van Diepen, Chemical Process Technology, 2nd edition, Wiley, 2013
M. Aresta, A. Dibenedetto, The Carbon Dioxide Revolution, Springer, 2021. https://doi.org/10.1007/978-3-030-59061-1.
G. Centi, S. Perathoner, Green Carbon Dioxide, Wiley, 2014. https://doi.org/10.1002/9781118831922.
Supplementary material is provided on request to working students or students with SLD to meet specific needs.

Aim of the teaching is to provide the basic knowledge on the preparation, characterization, and application of heterogeneous catalysts, also through practical laboratory experiences, introducing the student to the definition of sustainable processes.

66402 - Chemistry and Technology of Catalysis + Laboratory (CTCATAL) is worth 6 forming credits (CFU). It takes place during the first semester of the first year of the Master Degree teaching on Sustainable polyMer And pRocess chemisTry (SMART) .
The teaching deals with various aspects of heterogeneous catalysis. The teaching deals with the preparation and characterization of heterogeneous catalysts, their kinetic performance and the influence of phenomena that limit the overall reaction rate. The approach is pragmatic and oriented to the development of sustainable industrial processes.

Oral examination and evaluation on reports on the laboratory experiences. The discussion during the oral examination will begin from the laboratory experiences and then it will cover the main themes of the teaching: synthesis, characterization and testing of heterogeneous catalysts and applications.
Grading System: Final oral exam: 60%; Laboratory reports: 40%
For students disabilities or with specific learning disabilities (DSA), the examination procedures are in line with the University regulations for the performance of the examinations (https://unige.it/disab-dsa).
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

The commission is composed of two components and one of them is the teacher of the teaching. The duration of the examination is not less than 30 min. In this way the commission is able to verify the achievement of the learning outcomes. The student should know the main methods of preparation and characterization of catalysts and be able to interpret the influence of mass transfer phenomena on the reaction speed of heterogeneous catalytic reactions both from a theoretical basis and from the laboratory experiences. If the learning outcomes will be not achieved the student is invited to study again and better following some teacher suggestions and explanations.
For students with disabilities or with Learning Disability (DSA), the examination methods are consistent with the University regulations for the conduct of the exams (https://unige.it/disabilita-dsa).

The slides of the teaching are made available in the Aulaweb page of the teaching in which other study and in-depth resources are made available as well as guidelines and materials to support laboratory activities.
D. Murzin, Engineering Catalysis. De Gruyter, Berlin, Boston, 2013
D. Sanfilippo (ed.), The Catalytic Process from Laboratory to the Industrial Plant, Maraschi, Milano, 1994.
G. Bellussi (ed.), Material design for catalytic application, Maraschi, Milano, 1996
Other books for consultation
J.M.Thomas, W.J. Thomas, Principles and Practice of Heterogeneous Catalysis, Wiley-VCH Verlag GmbH, 1996
R.J. Wijngaarden, A. Kronberg, K.R. Westerterp, Industrial catalysis: optimizing catalysts and processes, Wiley-VCH, 1998
F. Cavani et al., Fondamenti di Chimica Industriale, Zanichelli, 2022. Chapter 2 on Principi della Chimica Industriale pagg. 15-95 (It is in Italian)
Supplementary material is provided on request to working students or students with Learning difficulty (DSA) to meet specific needs.

The teaching provides the means for acquiring knowledge and comprehension of diverse Polymer Recycling Technologies. This encompasses a comprehensive examination of conventional methodologies, namely mechanical, chemical, and thermal processes, alongside contemporary innovations, inclusive of sophisticated sorting and purification techniques. Additionally, students will understand the environmental and economic advantages associated with the implementation of a Circular Economy paradigm, specifically within the context of polymer recycling. Furthermore, they will actively engage with industry experts through seminars and presentations. This interactive discourse aims to facilitate the understanding of prevailing trends, challenges, and achievements in polymer recycling. Insights gleaned from Industry representatives will contribute to gain a profound insight into the intricacies inherent in various recycling processes.

This teaching provides an in-depth overview of circular economy principles with a specific focus on the polymer lifecycle. Key topics include conventional and emerging recycling methods, sustainable design strategies for polymeric materials, and the development of new materials following the principles of green chemistry.

The exam consists of a written test on the topics covered during the course (20 points) and an oral examination on a topic chosen by the student (10 points).
The written test includes multiple-choice questions (5–10 points) and short open-ended questions (10–15 points).
For the oral examination, students will prepare a short presentation (10–20 minutes) on one of the laboratory activities or one of the seminar activities carried out during the year. The oral examination will focus on the topics selected by the student and on related subjects.

The exam is intended to assess the achievement of the expected learning outcomes. In the event of an unsatisfactory result, the student will be encouraged to further develop their understanding of the course contents with the support of the lecturer and to retake the examination.
During the laboratory activities, the student’s active participation, experimental work, and ability to interpret the results will be evaluated; these aspects will also be assessed through the examination related to the laboratory and seminar activities. The written test will assess the acquisition of knowledge, particularly regarding polymer processing and the relationship between processing conditions and material properties.

The slides of the teaching are made available in the Aulaweb page of the teaching in which other study and in-depth resources are made available as well as guidelines and materials to support laboratory activities. All the course materials will be available to the students.
·Dimitris I. Collias, Martin I. James, John M. Layman, Circular Economy of Polymers: Topics in Recycling, ACS Symposium Series, Vol. 1391, 2021- DOI: 10.1021/bk-2021-1391
·Michiel Dusselier and Jean-Paul Lange, Biodegradable Polymers in the Circular Plastics Economy, Wiley 2022- SBN: 978-3-527-34761-2
·Stephan Kabasci, Biobased Plastics: Materials and applications, Wiley, 2014 – ISBN 978-1-119-99400-8
·Natalie Rudolph, Raphael Kiesel, Chuanchom Aumnate, Understanding Plastics Recycling: Economic, Ecological, and Technical Aspects of Plastic Waste Handling, Hanser Publications, 2017 - ISBN: 978-1-56990-676-7
·Rezgar Hasanzadeh, Parisa Mojaver, Plastic Waste Treatment and Management: Gasification processes, Springer, 2023, ISBN: 978-3-031-31159-8
·Vincent Voet, Jan Jager, Rudy Folkersma, Plastics in the Circular Economy, De Gruyter, 2021, SBN 978-3-11-066675-5
·Katrina Knauer, Circular Plastics Technologies, De Gruyter, 2024, ISBN 978-1-5015-2328-1
·Zhen Fang, Richard L. Smith Jr, Lujiang Xu, Production of Biofuels and Chemicals with Pyrolysis, Springer, 2020, ISBN 978-981-15-2731-9

The teaching illustrates the twelve principles of green chemistry and how they relate to the most recent sustainable materials technologies. The periodic table is explored with a focus on raw materials availability. Specifically, the first focus is on developing and applying chemicals, biopolymers, and green solvents from biomass. Subsequently, the upcycling of glass, aluminum, and electronic devices is discussed. Finally, a combination of (photo)(bio)(electro)catalysis with green processes is presented and analyzed.

The teaching Eco-Design of Materials and Sustainable Technologies is divided into two complementary and integrated modules, which address the topics from both the inorganic chemistry and organic chemistry perspectives.

The exam is oral and consists of a discussion covering the topics addressed during the theoretical lectures and the experimental laboratory activities. The candidate will be asked open questions on the topics covered during the teaching.
Students with disabilities or SLD For students with disabilities or with SLD, the assessment method will comply with the UNIGE rules summarized in: https://unige.it/disabilita-dsa.
Handling of emergencies In case of emergency and only according to specific indications by the University of Genoa, the assessment method for the exam might be changed, including the possibility of an online procedure.

Aim of the exam and assessment methods
The aim of the exam is to verify the achievement of the intended learning objectives both for the theoretical and labs topics. During the laboratory classes, teachers will assess the extent of students' participation and their capability in conducting experimental work. The oral exam will ascertain whether the student has attained an adequate level of knowledge on the discussed topics.
The effective attainment of the expected learning outcomes shall be assessed by evaluating the following aspects:

• Ability to know and recognize the topics covered during the teaching.
• Quality of dissertation.
• Correct use of the specialised lexicon.
  If these objectives are not met, the student will be encouraged to further study the topics and attempt the exam again.

Aims:

• Provide an overview of the limits imposed by the availability of elements on the Earth's crust
• Provide a knowledge of the recovery and recycle of inorganic materials
• Provide a knowledge of the main photovoltaic technologies and issues related to their recycling
• Provide a basic knowledge of the main technology for chemical energy storage
  Learning outcomes:
• Know the limits imposed by the availability of elements on the Earth's crust
• Know the main techniques for the recovery and recycle of inorganic materials
• Recognize the various photovoltaic technologies and their recycling limitations
• Recognize the main technologies for the storage of chemical energy

Classroom lectures:

• A periodic table view on raw materials availability
• Aluminum extraction and recycling to PV panels
• Crystalline PV technology and recycling
• Non-Silicon thin film PV alternatives including Perovskites
• Materials saving PV architectures such as Microconcentrator PV
• Glass recycling
• Alkali such as sodium Chemistry and batteries
  Lab class:
• Copper thin film electrodeposition

The exam consists of an oral discussion covering the topics addressed during the theoretical lectures and during the experimental laboratory activities.
For further information, please consult the corresponding section of the 114441 ECO-DESIGN OF MATERIALS AND SUSTAINABLE TECHNOLOGIES teaching.
Students with disabilities of SLD
For students with disabilities or with SLD, the assessment method will comply with the UNIGE rules summarized in https://unige.it/disabilita-dsa.
Emergency handling In case of emergency and only according to specific indications by the University of Genoa, the assessment method for the exam might be changed, including the possibility of an online procedure.

Aim of the exam and assessment methods
The aim of the exam is to verify the achievement of the intended learning objectives both for the theoretical and labs topics. During the laboratory classes, teachers will assess the extent of students' participation and their capability in conducting experimental work. The oral exam will ascertain whether the student has attained an adequate level of knowledge on the discussed topics.
The effective attainment of the expected learning outcomes shall be assessed by evaluating the following aspects:

• Ability to know and recognize the topics covered during the teaching.
• Quality of dissertation.
• Correct use of the specialised lexicon.
  If these objectives are not met, the student will be encouraged to further study the topics and attempt the exam again.

The recommended bibliography is included in the slides of the teaching handed over by the teacher for both lectures and lab class. Students with a job and/or with SLD with specific needs can communicate their necessities to the teacher.

In more detail, the learning objectives for this module are:
To provide students with a general understanding of the 12 principles of green chemistry;
To provide students with basic knowledge of green chemistry indicators;
To develop students' understanding of catalysts and issues related to waste;
To provide students with a general understanding of the main techniques in green chemistry.
The learning outcomes are:
To know the 12 principles of green chemistry;
To recognize and explain the different techniques of green chemistry;
To apply and compare green chemistry indicators;
To classify the various types of catalysis for biomass valorization.

Introduction and Green Chemistry Metrics:
12 principles of green chemistry;
Importance of different types of waste;
Recycling of plastic materials and cans;
Green chemistry metrics.
Biomass and Sustainable Technologies:
Catalysis for biomass valorization;
New green technologies;
Platform molecules;
Polymers from biomass.
Laboratory Experience:
Synthesis of polyaspartic acid.

The oral exam consists of a discussion covering the topics addressed during the theoretical lectures and the experimental laboratory activities.
For students with disabilities or with SLD, the assessment method will comply with the UNIGE rules summarized in https://unige.it/disabilita-dsa.
In case of emergency and only according to specific indications by the University of Genoa, the assessment method for the exam might be changed, including the possibility of an online procedure.

Aim of the exam and assessment methods
The aim of the exam is to verify the achievement of the intended learning objectives both for the theoretical and labs topics. During the laboratory classes, teachers will assess the extent of students' participation and their capability in conducting experimental work. The oral exam will ascertain whether the student has attained an adequate level of knowledge on the discussed topics.
The effective attainment of the expected learning outcomes shall be assessed by evaluating the following aspects:

• Ability to know and recognize the topics covered during the teaching.
• Quality of dissertation.
• Correct use of the specialised lexicon.
  If these objectives are not met, the student will be encouraged to further study the topics and attempt the exam again.

Green Chemistry: An Introductory Text
By Mike Lancaster
DOI: https://doi.org/10.1039/9781839168888
Hardback ISBN: 978-1-78262-294-9
PDF ISBN: 978-1-83916-888-8
EPUB ISBN: 978-1-83916-294-7

Learning the fundamental concepts of economics and business organization, and acquiring the ability to apply this knowledge to the context of the national and international industrial production system. These concepts include not only the economic sustainability of industrial interventions and strategies, but also the environmental sustainability of such actions, to be assessed using life-cycle based approaches.

The teaching introduces the student to the main economic-organizational dynamics of a company, highlighting the role of the expert in the business context, with particular attention to the realization, evaluation of profitability and management of investment projects in terms of corporate "sustainability", and thus beyond the mere technical validity of a proposal.

Final oral exam. The oral exam will consist of a series of questions and consequent discussion on the various modules in which the teaching is organized, in order to evaluate the correct achievement of the learning outcomes (see "assessment methods").
The attendance of the lessons constitutes a fundamental prerequisite for the achievement of the learning outcomes of the teaching.
Further information will be provided during the teaching (during the first lesson, and subsequently at the request of the student).
Students with disabilities or specific learning disorders (SLD) are reminded that in order to request accommodations during exams, they must first upload their certification to the University website at servizionline.unige.it in the “Students” section. The documentation will be verified by the University's Services for the Inclusion of Students with Disabilities and SLDs, as indicated on the federated website at the link: SUSTAINABLE POLYMER AND PROCESS CHEMISTRY 11767 | Studenti con disabilità e/o DSA | UniGe | Università di Genova | Corsi di Studio UniGe.
Subsequently, well in advance (at least 10 days) of the exam date, an email must be sent to the professor with whom the exam will be taken, copying in both the School Referent for the inclusion of students with disabilities and SLDs ([email protected]) and the above-mentioned Department. The email must specify:

• the name of the teaching • the date of the exam • the student's surname, first name, and student ID number • the compensatory tools and dispensatory measures deemed functional and requested.
  The contact person will confirm to the teacher that the applicant is entitled to request adjustments during the exam and that these adjustments must be agreed upon with the teacher. The teacher will respond by communicating whether it is possible to use the requested adjustments.
  Requests must be sent at least 10 days before the exam date in order to allow the teacher to evaluate their content. In particular, if you intend to use concept maps for the exam (which must be much more concise than the maps used for study), if the request is not sent within the specified time frame, there will not be enough time to make any changes.
  For further information on requesting services and accommodations, please refer to the document: Linee guida per la richiesta di servizi, di strumenti compensativi e/o di misure dispensative e di ausili specifici.

The oral exam will allow the verification of the actual achievement of the learning outcomes of the teaching.
In particular, students will be assessed on their ability to apply theoretical knowledge to realistic scenarios or simple problems. They will demonstrate their ability to interpret a company's economic and financial information to compare investment projects, manage their implementation, and understand the environmental sustainability of related products or production processes.
At the same time, the student's critical reasoning skills and his ability to answer specific questions in a clear and direct way will be assessed, demonstrating greater financial awareness and understanding of environmental issues related to industrial production.
If the learning outcomes are not achieved, the student will be invited to deepen the study and to make use of further explanations by the teacher.

G. Azzone e U. Bertelé – L’impresa- Sistemi di governo, valutazione e controllo- 5a Ed. –Rizzoli Etas, 2011
M. Peters, K. Timmerhaus and Ronald West - Plant Design and Economics for Chemical Engineers- 5a Ed. –McGraw-Hill Education, 2003
Notes of the lessons
Supplementary material will be provided upon request to working students or students with SLD to meet specific needs.

The final exam requires an experimental thesis on an original topic to be carried out at the research laboratories of the Department of Chemistry and Industrial Chemistry of the University of Genoa or, on request, at external, national or foreign structures (University, public or private laboratories or research institutions, public or private industries), under the guidance of a Supervisor. The results of the activity will be shown in a written dissertation prepared in an original way by the student under the guidance of a Supervisor and discussed orally in front of a Committee including teachers of the Master's degree course and experts in the field. During the thesis, the student will acquire the skills and methodologies necessary to face systematic research problems (basic and / or applied) as well as to analyze and report the results rigorously and clearly.

The final exam allows the student to acquire the credits related to the degree thesis, which must be carried out in a research laboratory under the guidance of a supervisor appointed by the Master Board.

See the final exam rules approved b the teaching board

See the final exam rules approved b the teaching board.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

Texts and bibliography cannot be defined a priori, as they are closely related to the topic chosen for the experimental thesis.

Educational activities in line with the training project (soft skills, flipped classroom, focus group)

The class is designed to enhance students’ transversal competencies, supporting their preparation for entering the job market through seminar-based activities.

The assessment consists of a seminar presentation, with a maximum duration of 30 minutes, delivered in a public examination session before the Examination Committee and the students enrolled in the Master’s Degree program.
Four examination sessions are scheduled during the academic year, organized so as not to overlap with other teaching activities. For students carrying out their thesis work abroad, extraordinary sessions may be arranged prior to the graduation session.
The evaluation is carried out by an Examination Committee composed of at least two members appointed by the Master’s Degree program. The thesis supervisor(s), any co-supervisor(s), and the course professor/tutor are not permitted to serve on the committee.
The committee assigns a pass assessment based on the clarity of presentation and the depth of the content. In addition, it assigns a score ranging from 0 to 1 (including fractional values), which contributes to the final graduation grade.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email. For more information about requesting services and adaptations see the link: https://unige.it/disabilita-dsa/richiesta-servizi.

The assessment is aimed at verifying the achievement of the learning outcomes of the class, with particular reference to the ability to:
understand, explain, and critically discuss a topic consistent with the learning objectives of the Master’s Degree program;
present and argue the selected topic clearly and effectively, using appropriate graphical and electronic supports;
respond accurately and comprehensively to the questions posed by the Examination Committee and actively engage in the discussion.
The evaluation considers the level of subject mastery, the effectiveness of oral communication, and the quality of the presentation materials.

No specific reference texts are provided, as the bibliography is closely related to the selected topic.

This class deals with thermodynamics, kinetics and plant engineering fundamentals, which are applied to basic organic and inorganic processes of industrial chemistry. Moreover, the optimization of process yields and economy of raw materials while complying the ecosystem will be also addressed and deepened.

This class deals first with thermodynamics fundamentals, which are deepened and applied to main Industrial Chemistry processes. In particular, first the oil industry, coal and its derivatives and some organic syntheses (for instance, methanol; maleic and phthalic anhydride) of particular industrial interest are discussed in detail. Then, the main inorganic and industrial synthetic processes (for instance, ammonia, nitric acid, sulphuric acid, soda synthesis, industrial crystallization) are described in detail according to thermodynamics fundamental previously provided.

The exam consists of a written test and an oral exam conducted by two teachers (one of them is D. Comoretto/M. Castellano).
A maximum mark of 24/30 can be achieved in the written exam. Students who wish to obtain a higher mark must request the additional oral examination.
The oral exam consists of a discussion of the written exam and topics related to industrial synthetic processes and the corresponding thermodynamical principles.
Students must demonstrate that they have understood the key physical/chemical/technological principles relating to the topics and can describe them logically using appropriate technical vocabulary.
The minimum score in the written test to be admitted to the oral examination is 10/30.
For students with disabilities or with SLD, the assessment method will comply with the UNIGE rules summarized in https://unige.it/disabilita-dsa.
Students have to book in advance an appointment for the exam with teachers.
In emergency case only – according to specific rules issued by the University – the exam could be telematic

Goal of the assessment is to verify the achievement of the learning outcomes. When these are not met, the student is invited to extend the study. Moreover, the exam will avail to verify the achievement of the appropriate level of knowledge of the topics transmitted during the lectures and the capability to use a correct terminology. In order to guarantee the correspondence between the examination topics and those actually carried out during the course, the detailed program is uploaded to aulaweb and described at the beginning of the teaching.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

J.A. Moulijn, M. Makkee, A.E. van Diepen, Chemical Process Technology, 2nd edition, Wiley (2013)
H.S. Fogler, Elements of chemical reaction engineering 2nd ed., Prentice-Hall International Editions, New Jersey (1992).
E.W. Comings, High Pressure Technology, McGraw-Hill, New York (1956). Chap. 8 e 12.
E. Keszei, Chemical Thermodynamics: An Introduction, Springer (2013).
H.H. Schobert, Coal: - the energy source of the past and future, American Chemical Society, Washington, DC (1987)
Ulmann’s, Enciclopedia of Industrial Chemistry, VHC Ed.
Additional notes and bibliography can be provided to worker-students and unpaired students in order to fulfill specific requirements

Lo studente acquisirà le conoscenze di base della lingua nazionale e uno sguardo alla cultura e al patrimonio nazionale del paese ospitante.

Il corso, della durata di 24 ore, si propone di sviluppare la competenza comunicativa in lingua italiana a livello A1 del QCER, privilegiando in particolare le abilità linguistiche ricettive (comprensione scritta e orale) e la competenza metalinguistica.

Esame scritto
Per gli studenti con disabilità o con DSA si rimanda alla sezione Altre Informazioni.

Turra, E. (2017), Azione! Imparare l’italiano con i video, Loescher, Torino.

The aim of this course is to provide students with a basic knowledge in exploiting the principles of membrane technology for process separations in chemical and food processes. The students will have the opportunity to apply the discussed principles in specially designed laboratory experiences. Students are expected to demonstrate the following industry-oriented learning outcomes: master the principal membrane characterization techniques, identify the ideal membrane for a given task, deal with various transport models to assess the membrane flux and the extent of separation, compare a given membrane technology with other separation methods, apply traditional and novel membrane technologies in process industries.

The teaching will provide the basic knowledge for understanding the various membrane separation processes and technologies. Fundamental principles on membrane preparation and characterization will be provided too. The students will acquire problem solving skills useful in selecting the most suitable membrane and technology for solve the specific industrial separation problem.

The exam is an oral examination conducted by two teachers for a duration of at least 30 minutes.
The exam will begin analysing the reports prepared on the laboratory experiences and then it will proceed with a discussion on the theoretical aspects of membrane preparation, characterization and separation processes.
During the calendar year, seven exam dates are set up within the time intervals scheduled by the Manifesto degli Studi.
For students with disabilities or with SLD, the examination methods refer to the specific regulations of the University of Genova (https://unige.it/disabilita-dsa).

Goal of the assessment is to verify the student’s understanding of the effect of the main membrane properties on membrane separation processes performance as well as the application field of such technologies. Moreover, use of the specific terminology will be verified.
Otherwise, the student is invited to deepen his preparation also by taking advantage of further explanations by the teacher before repeating the exam.
For students with disabilities or with Learning Disability (DSA), the examination methods are consistent with the University regulations for the conduct of the exams (https://unige.it/disabilita-dsa).
Students who have valid certification of physical or learning disabilities on file with the University and who wish to discuss possible accommodations or other circumstances regarding lectures, coursework and exams, should speak both with the instructor and with Professor Sergio Di Domizio ([email protected]), the Department’s disability liaison.

R.W. Baker, Membrane Technology and Applications, Wiley, Chichester, UK, 2012. https://doi.org/10.1002/9781118359686.
M. Mulder, Basic Principles of Membrane Technology, Springer Netherlands, Dordrecht, 1996. https://doi.org/10.1007/978-94-009-1766-8.
N. Hilal, A.F. Ismail, C. Wright, eds., Membrane Fabrication, CRC Press, 2015. https://doi.org/10.1201/b18149.

Learn the fundamental concepts of computational simulation of materials and processes of industrial interest, and acquire tools and skills to solve a variety of problems within the industrial production system.

Development of models for the numerical simulation of transport phenomena (mass, energy and momentum) applied to complex materials (e.g. polymers) with the aid of the computational modeling software Comsol Multiphysics. The theoretical principles of advanced numerical simulation of problems involving the materials commonly used in the process industry and the technical skills to use a computational code for solving the models that describe them will be provided.

Written exam with final oral assessment. The written exam will consist of analyzing a potential industrial problem involving mass transport, momentum, and heat in order to define its mathematical model and prepare its solution using computational fluid dynamics (CFD) software. The oral exam will consist of a series of questions and a subsequent discussion on the resolution of a previously assigned case study to be solved using CFD simulation. This will complement the written exam and assess whether the learning objectives have been achieved (see "Assessment Methods"). The overall assessment will be determined by averaging the written and oral exam scores, rounded up.
The attendance of the lessons constitutes a fundamental prerequisite for the achievement of the learning outcomes of the teaching.
Further information will be provided during the teaching (during the first lesson, and subsequently at the request of the student).
Students with disabilities or specific learning disorders (SLD) are reminded that in order to request accommodations during exams, they must first upload their certification to the University website at servizionline.unige.it in the “Students” section. The documentation will be verified by the University's Services for the Inclusion of Students with Disabilities and SLDs, as indicated on the federated website at the link: https://unige.it/disabilita-dsa.
Subsequently, well in advance (at least 10 days) of the exam date, an email must be sent to the professor with whom the exam will be taken, copying in both the School Referent for the inclusion of students with disabilities and SLDs ([email protected]) and the above-mentioned Department. The email must specify:

• the name of the teaching
• the date of the exam
• the student's surname, first name, and student ID number
• the compensatory tools and dispensatory measures deemed functional and requested.
  The contact person will confirm to the teacher that the applicant is entitled to request adjustments during the exam and that these adjustments must be agreed upon with the teacher. The teacher will respond by communicating whether it is possible to use the requested adjustments.
  Requests must be sent at least 10 days before the exam date in order to allow the teacher to evaluate their content. In particular, if you intend to use concept maps for the exam (which must be much more concise than the maps used for study), if the request is not sent within the specified time frame, there will not be enough time to make any changes.
  For further information on requesting services and accommodations, please refer to the document: Linee guida per la richiesta di servizi, di strumenti compensativi e/o di misure dispensative e di ausili specifici.

The discussion on the resolution of the assigned case study will allow the verification of the actual achievement of the learning outcomes of the teaching.
In particular, students will be assessed on their ability to apply the theoretical knowledge acquired in response to realistic scenarios or to solve simple problems involving transport phenomena that affect the behavior of materials in industrial processes, demonstrating their ability to set up and perform numerical simulations using computational fluid dynamics software and critically analyze the obtained results.
Students will also be evaluated on their critical thinking skills and ability to respond clearly and directly to specific questions, demonstrating their understanding of the theoretical principles of advanced numerical simulation of fluid dynamics problems, as well as their ability to develop mathematical models for fluid dynamics problems and use a calculation code to solve such models.
If the learning outcomes are not achieved, the student will be invited to deepen the study and to make use of further explanations by the teacher.

Notes of the lessons.
R.B. Bird, W.E. Stewart, E.N. Lightfoot, Transport Phenomena, Wiley, 2002
User's guide di COMSOL Multiphysics.
Material available on https://www.cfd-online.com
Supplementary material will be provided on request to working students or students with SLD to meet specific needs.

The student will learn the basic concepts of mathematics, physics and computer science, which should be very diverse to balance the initial knowledge due to the international background of the students. A non-theoretical approach is followed, starting with practical, concrete chemical examples and leading to the derivation of the required basic principles

This teaching (2 cfu), held at the beginning of the first semester, provides a very basic background on mathematics, physics, and computer science exploiting simple examples derived from fundamental chemistry.

The exam consists in a self-evaluating test. At end of the test, a public correction will be shown. According to the results, each student will be possibly invited to review suitable topics. The exam is considered “passed” when students attend all lessons, the exam, and its correction.
For students with disabilities or with SLD, the assessment method corresponds to the UNIGE rules summarized at https://unige.it/disabilita-dsa.

The aim of the exam is to verify the achievement of the intended learning objectives. If these objectives are not met, the student will be encouraged to further study the topics, with the support of the teacher’s explanations.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

Any book of physics, mathematics, and computer science suitable for BSc. For instance,
Schaum's Outline of Precalculus, By Fred Safier, 2019 (McGraw Hill)
Schaum's Outline of Physics for Engineering and Science, By Michael E. Browne, 2020 (McGraw Hill
Schaum's Outline of College Algebra, By Murray R. Spiegel, Robert E. Moyer, 2018 (McGraw Hill)
5 Steps to a 5: AP Computer Science Principles 2024, Julie Schacht Sway, 2023 (McGraw Hill)
For the section realted to to Lab safety, William H. Brown Jr., Thomas Poon, Introduction to Organic Chemistry, Global Edition, John Wiley & Sons Inc
Additional suggested readings on the application of physical, mathematical and computer science fundamentals to the chemical engineering of the MSc SMART are
K.J. Beers, “Numerical methods for chemical Engineering”, Cambridge University press (2006)
R.M. Felder, R.W. Rousseau and L.G. Bullard, “Elementary Principles of Chemical Processes”, Wiley (any edition)
D.M. Himmelblau and J.B. Riggs, “Basic Principles and Calculations in Chemical Engineering”, Parson (any editions).
N. Mostoufi and A. Constantinides, “Applied Numerical Methods for Chemical Engineers”, Academic Press (2023)
Additional materials for working students or students with specific learning disabilities is available upon request.

Training activities providing basic knowledge of intellectual property management and patenting

This annual teaching provides with seminars some understanding on intellectual property (IP) protection and patent reading and interpretation.

Oral examination and evaluation of a report or powerpoint presentation on an IP theme or patent. For students disabilities or with specific learning disabilities (DSA), the examination procedures are in line with the University regulations for the performance of the examinations (https://unige.it/disab-dsa).
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

The commission is composed of two components and one of them is the teacher of the teaching. The student should be able to indicate the importance of IP and some ability to understand the patent structure. If the learning outcomes will be not achieved the student is invited to study again and better following some teacher suggestions and explanations.

Vittorio Fattore, Importance and significance of patents,Catalysis Today, Volume 34, Issues 3–4, 1997, Pages 379-392,https://doi.org/10.1016/S0920-5861(96)00060-0.
M. E. Mauro, Brief Introduction to Patent System in Particular Chemical and Biotechnological Processes, CHEMICAL ENGINEERING TRANSACTIONS, Volume 38, 2014 Mariano Riccheri, European Patent Academy, Intellectual property Course design manual, European Patent Office Munich © EPO 2011

The teaching provides basic theoretical and practical knowledge about the manufacturing of polymers. Upon completion of the lectures, the student will know the principles governing different manufacturing techniques and will have gained practical experience on the processes. Specifically, the student will study how the structure of different polymers affects their properties and processability in classical industrial manufacturing processes such as extrusion, injection molding, blow molding, thermoforming, and in emerging 3D printing techniques, with a specific focus on fused deposition modelling and digital light processing technologies. In the hands-on exercises, the student will learn to correlate the effect of processing conditions and material formulation on the properties of the polymer product. They will acquire detailed knowledge on the different technologies and will learn to define pros and cons as well as uses of the technologies for different applications. The students will finally be able to correlate the properties of manufacts with the experienced processing conditions and the material’s features.

Polymer processing is a fundamental industrial activity that is constantly evolving. This teaching provides the theoretical basis for understanding issues related to both classical and additive manufacturing and describes various polymer processing techniques, including emerging methods. The aim is to provide the students with the tools to understand the relationships between the molecular characteristics of polymers, their processing methods, and the resulting properties of the manufactured products.

The exam consists of a written test covering the topics discussed during the teaching. It will include both multiple-choice questions, which will account for approximately 60% of the final mark, and short open questions, which will account for the remaining 40%.
In case of emergency and only according to specific indications by the University of Genoa, the assessment method for the exam might be changed, including the possibility of an online procedure.
For students with disabilities or specific learning disabilities, please refer to the FURTHER INFORMATION section

The aim of the exam is to verify the achievement of the intended learning objectives. If these objectives are not met, the student will be encouraged to further study the topics, with the support of the teacher’s explanations, and attempt the exam again. During the laboratory classes, teachers will assess the extent of students' participation and their capability in conducting experimental work. The exam will ascertain whether the student has attained an adequate level of knowledge on the teaching topics, with particular reference to polymer processing and the correlations between manufacturing conditions and properties.
Students who have valid certification of physical or learning disabilities on file with the University and who wish to discuss possible accommodations or other circumstances regarding lectures, coursework and exams, should speak both with the instructor and with Professor Sergio Di Domizio ([email protected]), the Department’s disability liaison.

N.G. McCrum, C.P. Buckley, C.B. Bucknall, Principles of Polymer Engineering , Oxford University Press (1997)
Baird, Donald G., Polymer processing : principles and design, John Wiley & Sons, Inc. Hoboken, New Jersey (2014)
The 3D printing handbook, B. Redwood, F. Schöffer, B. Garret (3D fans)
Polymers: Chemistry and Physics of Modern Material, I.M.G. Cowie
Same supports available to students with disabilities or specific learning disabilities.

Basic knowledge of chemical and physical properties of conjugated polymers and organic semiconductors. Use of such materials in organic optoelectronics and photonic devices (sensors, transistor, led and photovoltaic cells)

Organic and polymer semiconductors are revolutioning the consummer electronic market. Nowdays, mobile telephones and TV-sets are often equipped with OLED screens while wearable electronics is becoming more and more important. Additional optoelectronic applications are also coming to the market. However, the knowledge of materials allowing for this revolution is poor. Aim of this class is to provide a knowledge of chemistry and physics fundamentals, the understanding of material properties and working principles of electronic devices made by organic semiconductors.

• Oral exam held by two professors, one of them being D. Comoretto.
• The duration of the exam is no shorter than 30 minutes.
• The student discusses 3 topics covered during the course, two of which are selected by himself (it could be useful to use a short presentation - about 4-5 slide per topics).
• Sustainable polyMer And prTcess chemisTry, SERP+, or Chemical Sciences students - who carry out a reduced program - discuss an original power-point presentation or written relation on an item related to the class. The student selects the item more suitable to his/her aptitudes/needs with the help of the teacher among those reported in the scientific literature and/or provided on aula-web (usually one or two papers). The presentation has to be suitable for understanding by students of the same level.
  For all students, following evaluation methods are used:
  •The student must show to have understood main physical/chemical/technological fundamentals related to the topics and to use the suitable technical vocabulary (up to 20/30).
  •The clarity of presentation (up to 5/30) and ability to answer questions (up 5/30) will be also evaluated.
• Goal of the exam is to verify the achievement of the class aims.
• If aims are not achieved, the student is invited to make a deeper study and to ask the teacher for additional explanations before repeating the exam.
• In order to guarantee the correspondence between aims and exam topics, the detailed program is uploaded to AulaWeb and described at the beginning of the course.
  Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
  For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

References & Books
Lessons notes provided by the teacher (D. Comoretto)
Selected papers published on international scientific journals.
M. Pope and C. Swemberg “Electronic processes in organic crystals and polymers”, Oxford Sci Publ. New York 1999. (Chapter 1).
M. Klessinger and J. Michl “Excited states and photochemistry of organic molecules”, VCH, New York 1995. (selected paragraphs)
J.B. Birks “Photophysics of Aromatic Molecules”, Wiley monographs in chemical physics, 1970. (selected paragraphs)
M.C. Petty "Molecular Electronics", Wiley 2007. (selected paragraphs)

Aim of this course is to provide the advanced knowledge (both theoretical and experimental) necessary for the study of macromolecules in the liquid and solid state, both in the amorphous and crystalline phase. The physico-chemical properties of polymeric materials and the structure-property relationships of macromolecules are discussed through the characterization of the molecular dimensions, the microstructure of the chains, the properties of the material. Theoretical concepts will be deepened by lab activities on characterization methods of polymers in solution, in the melt and solid state.

Principles of Polymer Science (114422) is a 8 CFU class held in the first semester of the 1st year in the Sustainable Polymers and Process Chemistry MSc Course.
This class provides fundamental theoretical and practical knowledge on polymeric materials in solution, melt and solid state.

The oral exam consists of a discussion of the topics covered in the course, including laboratory activities. The exam will begin with a discussion of 2 laboratory experiences among those completed: 1 selected by the student and 1 selected by professors. This will be followed by one or more further question from the teacher on the laboratory activities (up to 10/30) and finally by one or more theoretical questions. The student must demonstrate understanding of the main physical/chemical/technological fundamentals related to the topics covered and use appropriate technical vocabulary, including the ability to answer questions (up to 20/30).
Lab attendance is compulsory. The exam is possible only after attending all lab experiences.
Students have to book in advance an appointment for the exam with teachers.
For students with disabilities or with SLD, the assessment method will comply with the UNIGE rules summarized in https://unige.it/disabilita-dsa. In particular, students who have valid certification of physical or learning disabilities on file with the University and who wish to discuss possible accommodations or other circumstances regarding lectures, coursework and exams, should speak both with the instructor and with Professor Sergio Di Domizio ([email protected]), the Department’s disability liaison.
In case of emergency and only according to specific indications by the University of Genoa, the assessment method for the exam might be changed, including the possibility of an online procedure.

The aim of the exam is to verify the achievement of the intended learning objectives both for the theoretical and labs topics. If these objectives are not met, the student will be encouraged to further study the topics, with the support of the teacher’s explanations, and attempt the exam again. During the laboratory activities, teachers will assess the extent of students' participation and their capability in conducting experimental work. The exam will ascertain whether the student has attained an adequate level of knowledge on the class topics, with particular reference to polymer physico-chemical properties in various states and their means of characterization.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

I.M.G. Cowie, “Polymers: Chemistry & Physics of Modern Materials”, Blakie and Son Ltd, Glasgow (1991).
S. Koltzenburg, M. Maskos, O. Nuyken, “Polymer Chemistry”, Springer-Verlag Berlin-Heidelberg (2017).
P. Flory “Principles of Polymer Chemistry”, Cornell University Press, Itacha 1953
U.W. Gedde, “POLYMER PHYSICS”, Kluwer Academic Publishers, Dordrecht 2001
W.D. Callister Jr. and I.D.G. Rethwisch, “Materials Science and Engineering”, J. Wiley and Sons, Hoboken (NJ) (2015)
Additional notes and bibliography can be provided to worker-students and unpaired students in order to fulfill specific requirements

Knowledge of the main chemical, rheological, mechanical and dynamic-mechanical properties of polymers, polymer composites and biomaterials. Structure-property correlations of polymers, composites and nanocomposites. Basic notions of biofunctionality, biocompatibility and hemocompatibility of polymer-based materials. Examples of specific applications and development strategies of composites, nanocomposites and biomaterials.

The class provides the conceptual framework necessary to understand the relationships between molecular characteristics, physical–mechanical properties, and viscoelastic behavior of polymer-based materials, with a view to their application in manufacturing processes in general and in biomedical applications in particular.

The assessment consists of a written and an oral examination, both conducted by the professors in charge. The number and distribution of exam sessions during the academic year are defined in accordance with the regulations of Degree Course.
The written examination includes:
a section comprising 10 multiple-choice and/or true/false questions, with 1 point awarded for each correct answer; no penalty is applied for incorrect or unanswered questions. For questions requiring multiple correct answers, partial scores may be assigned proportionally;
a section consisting of 5 open-ended questions or problems, each graded up to a maximum of 3 points.
The written examination is graded up to a maximum of 25/30 and has a duration of 120 minutes.
The oral examination, accounting for up to 5/30, consists of the discussion of the laboratory report.
Access to the oral examination is granted with a minimum score of 13/30 in the written test; a score of 18/30 or higher allows the student to opt out of the oral examination.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email. For more information about requesting services and adaptations see the link: https://unige.it/disabilita-dsa/richiesta-servizi.

The examination is aimed at verifying the achievement of the learning outcomes of the class, with particular reference to the ability to:
correlate the properties of polymer-based materials and composites with their composition, structure, and use in manufacturing processes;
relate the potential biocompatibility of polymer-based materials and composites to their molecular characteristics and application domains;
critically compare and integrate data obtained from the characterization techniques and structure–property relationships addressed in the class.
The examination also assesses the level of subject mastery and the appropriate use of scientific and technical terminology.
If the learning objectives are not achieved, further individual study of the class content is recommended, including consultation with the professors, before retaking the examination.

The following supporting texts are suggested limited to the program contents:
M.T. Shaw, W.J. Mac Knight "Introduction to Polymer Viscoelasticity", 3nd edition, Wiley 2005
H.A. Barnes, J.F. Hutton, K. Walters " An introduction to rheology", 1st Edition, Volume 3 - June 1, 1989
L.E. Nielsen "Mechanical Properties of Polymers and composites Vol 1 e 2", New York: Marcel Dekker 1974
J.D. Ferry “Viscoelastic properties of polymers”, John Wiley & Son 1980
A. Atala, “Principles of regenerative medicine”, 2nd edition, London: Academic, 2010
“Perspectives on biomaterials: proceedings on the 1985 International Symposium on Biomaterials”, O.C.C- Lin & E.Y.S. Chao, Eds., 1985 (CSB Chimica)
J.B. Park, R.S. Lakes, “Biomaterials-An Introduction”, Springer-Verlag, N.Y. Inc., 2007
A.F. von Recum, “Handbook of Biomaterials Evaluation: Scientific, Technical and Clinical Testing of Implant Materials”, CRC Press, 1999 (ISBN 1560324791).
Specific guidelines on the reference bibliography related to the class content will be provided by the professor at the beginning of the lectures.
Supplementary material is provided upon request in cases of partial attendance due to work commitments or for students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs.

Aim of the class is to provide fundamental knowledge on the use of optical and spectroscopic methods for the material quality control and industrial process performance monitoring. Remote detection techniques in the UV-Vis, NIR and MIR spectral ranges will be described and used. Analysis tools to correctly interpret experimental data of chemical nature as well as basic theoretical concepts (introduction to multivariate analysis and to chemometrics) will be provided. The course is accompanied by explanatory examples so that the student can be able to manage experimental data measured in the lab.

The class provides the basic theoretical and experimental knowledge of in-line control techniques based on different spectroscopical methods for monitoring product quality and industrial processes performance. In addition, the basic concepts of monovariate and multivariate statistics are illustrated, which enable a correct interpretation of experimental data (observations). A series of case studies will be discussed to facilitate the learning of the theoretical and experimental concepts provided.

Oral examination by two professors, one of whom is D. Comoretto/A. Lanfranchi. The duration of the exam is not shorter than 30 minutes. The student discusses an original power point presentation or a written relation on a topic from class or lab activities. The student, with the help of the instructor, selects a topic that most closely matches his/her abilities/needs and that can be found in the scientific literature and/or on the AulaWeb (usually one or two papers or patents). The presentation must be designed so that it can be understood by students at the same level.
Students must show that they have understood the key physics/chemistry/technology principles of the topic and can report the results using suitable technical vocabulary, answering questions critically and professionally (up to 15/30).
They must also show that they have understood the experimental features of the techniques described (up to 10/30).
Finally, clarity of presentation will also be assessed (up to 5/30).
Registration must be done by registering on-line and sending an e-mail to the lecturers of the class within 7 days of the date of the call.
Only in urgent cases can the examination be carried out telematically, in accordance with the regulations issued by the University.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs must contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email at the lessons start to agree on teaching methods that, while respecting the objectives of the class, take into account individual learning skill.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

The aim of assessment is to verify the achievement of learning outcomes. If these are not achieved, the student will be asked to extend their studies. In addition, the oral examination will serve to verify the achievement of an adequate level of knowledge of the topics taught in the lectures and the ability to use correct terminology. To ensure consistency between the exam topics and the topics actually covered in the class, the detailed program will be uploaded on AulaWeb and described at the beginning of the class.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

Notes provided by the teachers and used for lessons and lab.
Reference texts
N.B, Colthup, L.H. Daly, S.E. Wiberley, Introduction to Infrared and Raman Spectroscopy, Academic Press.
H.W. Siesler, Y. Ozaki, S. Kawata, H.M. Heise, Near-Infrared Spectroscopy: principles, instruments, applications, Wiley (3rd reprint, 2006); ISBN: 3-527-30149-6.
J. Workman, L. Weyer, Pratical Guide to Interpretative Near-Infrared Spectroscopy, CRC Press (2008, Boca Raton - FL, USA).
Internal Reflection Spectroscopy, edited by F.M. Mirabella, Marcel Dekker Inc. (1993, New York, USA).
Optical Fiber Sensor edited by K.T.V. Grattan and B.T. Meggit, Kluwer Academic Publisher (1999, Dordrecht, The Netherlands).
J.W. Niemantsverdriet, Spectroscopy in catalysis, Wiley-VCH.
H.J. Harrick, Internal Reflection Spectroscopy, Interscience Publisher 1967.
M. Spiegel, “Statistics”, Schaum.
J.E. Jackson, “A User’s Guide to Principal Components”, John Wiley & Sons.
W.J. DeCoursey, “Statistics and Probability for Engineering Applications”, Newnes (2003)
D. Himmelblau, “Process Analysis by Statistical Methods”, John Wiley & Sons
Yuri A.W. Shardt, “Statistics for Chemical and Process Engineers. A modern approach”, Springer (2022)
Additional materials for working students or students with specific learning disabilities is available upon request.
Note: the copies of the lecture slides are not sufficient for a good preparation for the exam; it is strongly recommended to use the textbooks and reference books.

Starting from the discussion of sustainability issues related to raw materials availability and geo-localization, this class will give basic physico - chemical knowledge necessary to approach to the recycling and sustainable design of inorganic materials. A special focus will be given on sustainable design and recycling of materials used in renewable energies and e-mobility sectors.

The course "Sustainable Design & Recycling of Inorganic Materials" addresses the topic of sustainability in inorganic materials, with particular attention to the availability of raw materials, their geographical distribution, and the strategies for recycling and sustainable design. A specific focus will be placed on magnetic materials used in the renewable energy and electric mobility sectors, which will be examined as case studies, for the recycling of rare-earth elements.

Oral examination lasting 45 to 60 minutes in the presence of two professors of the scientific discipline area.
Preparation of the laboratory notebook containing a detailed account of all experimental and computational activities carried out in the laboratory. The laboratory notebook, personally prepared by each student, must be submitted for evaluation at least 10 days before the oral examination.
Preparation of the laboratory report prepared in a way that will be discussed in detail during classes. Generally speaking, the laboratory report should contain: a) detailed description of the theoretical background and experimental aspects of the laboratory experiences; b) elaboration, rationalization and critical evaluation of the experimental results. The laboratory report, prepared by small groups of students, should submitted for evaluation at least 10 days before the oral examination.

The achievement of the intended learning outcomes will be assessed through an integrated evaluation based on the oral examination, the laboratory notebook, and the laboratory report. These assessment components are designed to complement each other in evaluating the acquisition of theoretical knowledge, the ability to apply such knowledge in an experimental context, independent critical thinking, communication skills, and the ability to work effectively within a team.
The oral examination will assess the student's knowledge of the topics covered in the course and their ability to apply the acquired knowledge to the analysis of real-world scientific problems by establishing connections among the different subjects addressed during the course. The assessment will also consider critical thinking skills, the organization and clarity of the presentation, the appropriate use of scientific terminology, and the accuracy of technical language.
The laboratory notebook will assess the student's ability to accurately document experimental activities, critically observe experimental phenomena, and clearly, comprehensively, and precisely describe the procedures followed and the results obtained. The evaluation will also consider the student's ability to plan experimental activities and to correctly collect, organize, and record experimental data.
The laboratory report will assess the student's ability to critically analyze and interpret the experimental results in light of the theoretical concepts acquired during the course and to discuss their scientific significance. The evaluation will also take into account the student's ability to organize a scientific report in a logical and coherent manner, the effectiveness of written scientific communication, and the ability to collaborate effectively within a team through the joint preparation of the laboratory report.

P.Atkins - J de Paola Chimica Fisica - 2012 (5th edition) Zanichelli Bologna
J. M. Coey-Magnetism and Magnetic Materials - 2009 Cambridge University Press
Laidler-Meiser - Chimica Fisica - 1999 Editoriale Grasso Bologna
E.L.Cussler Diffusion 1997 Cambridge University Press -USA
A.R. West - Solid State Chemistry and its Applications - 2014 (2nd edition) Wiley

The aim of the teaching is to provide the general concepts of the synthesis of polymers, including those from renewable sources, necessary to approach their large-scale production. At the end of the course, by attending and participating the proposed educational activities and by the individual study, the students will be able to: i) know the methodologies for the synthesis of industrial interest macromolecules, ii) deduce, on the basis of the chemical-physical properties of the used monomers, the most suitable synthesis method and iii) establish the polymerization conditions (temperature, time, type of reactor, etc.) on the basis of the final characteristics of the polymer material and the cost-effectiveness of the process. Theoretical concepts will be deepened in lab activities devoted to the synthesis and characterization of macromolecules

The teaching "Synthesis and Industrial Production of Polymers" provides the general and practical concepts of macromolecule synthesis, necessary to address their large-scale production.

Details on the methods of preparation for the exam and the level of depth of each topic will be given during the lessons.
The learning assessment is carried out through a final oral exam, conducted by the two teachers of the teaching, lasting about 60 minutes, which verifies both the student's reasoning ability and the ability to solve simple practical problems. The exam must be able to assess whether the student has acquired the main concepts inherent in the preparation of polymeric materials and whether he/she is able to apply them to simple real situations. As regards laboratory activity, students will be required to submit the reports of the laboratory experiences, which will be evaluated based on their content and form, at the end of the course.
In general, at least three questions will be asked, two on the theoretical part (one on the theoretical aspects of polymer synthesis and one on industrial examples) that will each weigh 35% on the final evaluation and one on the laboratory part that will weigh 30% on the final grade. In particular, for this last part, the evaluation will be based on the oral exam (30%), on the laboratory reports (40%) and on the performance (accuracy, behavior, punctuality, order) of the practical activities (30%).
With these methods, the Commission is able to verify the achievement of the educational objectives of the teaching. In the event that these are not achieved, the student is invited to study in depth, also requesting any additional explanations from the teachers. To ensure that the exam topics correspond to those covered during the course, both the detailed program and the course lesson register are inserted in the AulaWeb page, so that the students themselves can verify their adherence.
In cases of emergency and only following specific provisions expressly issued by the University of Genoa, the method of carrying out the exams may be modified, providing for the possibility of taking the test online.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

Both through the oral exam and the laboratory experience reports, the student's ability to critically reflect on the topics presented, to have developed and made their own the concepts presented in class and to have integrated the information from the various topics through personal study will be assessed. In particular, the ability to illustrate in detail the main polymer synthesis techniques, both from a theoretical and practical point of view, and to apply this knowledge to industrial production, demonstrating the ability to interpret and compare the various topics clearly and with correct scientific terminology will be assessed; the quality of the presentation will be considered.

• S.R. Sandler, W. Karo, J.A. Bonesteel, E.M. Pearce. Polymer Synthesis and Characterization, Academic Press, New York
• George Odian, Principles of Polymerization, Wiley
  Supplementary material is provided on request to working students, or students with DSA to meet specific needs.

The training objectives refer to the student's acquisition of mastery in the use of a mathematical tool applied to industrial chemical processes. In particular, the teaching aims at the formulation of the process model, the adoption of appropriate simplifying hypotheses, the analytical or numerical resolution of the model and the critical analysis of the model itself. At the end of the course, the student will be able to perform a rational statistical analysis of experimental data, to select the most appropriate algorithm for solving problems in industrial chemistry and to choose the best process optimisation strategy in order to match production targets with the criteria of eco-sustainability and environmental protection.

The Theory of Chemical Process Development concerns the application of mathematical tools to the description of industrial chemical processes, with special reference to the simulation and optimization of these processes for the proper design of industrial chemical plants. The relevant mathematical tools refer to the setting of equations and their resolution by analytical or numerical methods.

The examination consists of an oral session, which includes three questions. The first of them concerns topics relating to the Theory of Applied Statistics, while the subsequent ones relate to the theory of estimates, process optimization and mathematical methods for solving problems concerning these disciplines.
For those students affected by disabilities, the format of examination is subject to the regulations of the University of Genoa (https://unige.it/disabilita-dsa).
In case of emergency and only according to specific indications by the University of Genoa, the assessment method for the exam might be changed, including the possibility of an online procedure.

The oral examination will cover the topics treated during the lectures and it will aim to assess not only whether the student has achieved an adequate level of knowledge, but whether she/he has acquired the ability to critically analyze the problems that will be posed during the examination. In particular, the ability to make a rational statistical analysis of experimental data, to identify relevant models, to select the best process optimization strategy and to choose the most appropriate algorithm for solving problems pertaining to industrial chemistry will be assessed.
The assessment standards concern the ability to stay on topic, the quality of expression, the logic pattern of the reasoning and the critical reasoning skills.

Recommended bibliography:
R. Bird, “Transport Phenomena”, John Wiley & Sons
N. Piskunov, “Calcolo Differenziale e Integrale”, vol. 1 e 2, Editori Riuniti
D.Himmelblau, “Process Analysis by Statistical Methods”, John Wiley & Sons
Scheid, “Analisi numerica”, Schaum
D.Himmelblau, “Applied Nonlinear Programming”, Glen Head NY
R. Felder, “Elementary Principles of Chemical Processes”, John Wiley & Sons
Supplementary material is provided on request by working students or by students affected by disabilities in order to meet specific needs.

The teaching aims to deepen the knowledge on unit operations (physical separation) and chemical reactors by providing the basic tools for their design and selection for applications of interest to the chemical process industry and the environment. The basic knowledge acquired in the teaching of the Degree Course in Chemistry and Chemical Technologies will be used to formulate the design equations of the main physical separation operations and the most common reactors (ideal and non-ideal) of the chemical process industry. Furthermore, a solid theoretical-practical basis will be provided to address the resolution of pollution problems (industrial and otherwise) in the water sector.

The teaching provides the knowledge and analysis tools for the design and selection of chemical reactors (homogeneous and heterogeneous), and the subsequent plant section devoted to separation processes. The behaviour of non-ideal reactors will be analyzed by studying the effects of the distribution of residence times on the performance of the reactors. The main separation units will be studied at an advanced level: distillation, absorption, liquid-liquid extraction.
Finally, Basic knowledge will be provided for the application of reactor engineering to the study and analysis of wastewater purification plants and in particular of plants with both conventional (activated sludge, percolator bed) and emerging (membrane bioreactor).

The exam is conducted separately for each module. Therefore, for exam procedures, please refer to the course descriptions for each module. The grade obtained for the course will be the average of the grades awarded in the two modules that make up the course.

The exam is conducted separately for each module. Therefore, for the assessment methods, please refer to the course descriptions for each module.

The module aims to provide advanced theoretical tools for the design of the separation unit operations of a process industry plant, from theoretical development to field implementation. The advanced criteria for selection, design and operation of some typical separation columns will also be addressed.

The teaching covers at an advanced level the unit operations dedicated to the main separation processes in the chemical industry: absorption, distillation and liquid-liquid extraction. In each case, after preliminary recollections of thermodynamics, the theoretical approach is developed. The theoretical part is supported by practical exercises (design and verification), carried out either through analytical or graphical methods, or on the computer with the aid of one of the most modern specific software packages (UniSim).

The exam consists of an oral discussion. The discussion will start with two questions, one concerning absorption and the other concerning distillation or liquid-liquid extraction. The discussion may then cover any of the topics explained in class. With regard to theoretical topics, students will be required to demonstrate a good knowledge of equations and related proofs. With regard to exercises, students will be required to be able to discuss the simplifying assumptions that allow the theoretical and graphical methods developed in class to be applied to a specific practical problem.
Additional information:
the dates are available on-line;
online registration is mandatory and must be done from the webpage: https://servizionline.unige.it/studenti/esami/prenotazione;
the classroom chosen for the exam and the start time will be communicated by e-mail sent via aul@web.
The grade obtained in the teaching will be the average of the marks given in the two modules in which the teaching is divided.
Only in urgent cases can the exam be held online, in accordance with the regulations issued by the University.
Students with disabilities or specific learning disorders (SLD) are reminded that in order to request adjustments during exams, they must first upload their certification to the University website at servizionline.unige.it in the ‘Students’ section. The documentation will be verified by the University's Services for the Inclusion of Students with Disabilities and SLD, as indicated on the federated website at the link: SUSTAINABLE POLYMER AND PROCESS CHEMISTRY 11767 | Studenti con disabilità e/o DSA | UniGe | Università di Genova | Corsi di Studio UniGe.
Subsequently, well in advance (at least 10 days) of the exam date, it is requested to send an email to the lecturer responsible of the exam, copying in Professor Sergio Di Domizio ([email protected]), the Department’s disability liaison, and the above-mentioned University's Services. The email must specify:

• the name of the course
• the date of the exam
• the student's surname, first name and matriculation number
• the compensatory tools and dispensatory measures deemed functional and requested.
  The Department’s disability liaison will confirm to the teacher that the applicant is entitled to request adjustments during the exam and that these adjustments must be agreed upon with the teacher. The teacher will respond by communicating whether it is possible to use the requested adjustments.
  Requests must be sent at least 10 days before the exam date in order to allow the teacher to evaluate their content. In particular, if the students intend to use concept maps for the exam (which must be much more concise than the maps used for study), if the request is not sent within the specified time frame, there will not be enough time to make any changes.
  For further information on requesting services and accommodations, please refer to the document: Linee guida per la richiesta di servizi, di strumenti compensativi e/o di misure dispensative e di ausili specifici

The exam will consist of an oral discussion. The exam will mainly focus on the topics covered during the lectures and will aim to assess not only if the student has reached an adequate level of knowledge, but also if she/he has acquired:
design skills using traditional graphic methods,
familiarity with the calculation methodologies implemented by modern simulation software,
ability to manage pre-existing columns.
The student will be asked to graphically represent the various types of columns accompanied by the main auxiliaries (eg: reboiler, condenser, etc.). The ability to describe separator columns and related processes in a clear way and with correct terminology will also be evaluated.

All the slides projected during the lessons are available in aul@web. The books listed below are suggested as supporting texts:
Textbooks
J.F. Coulson, J.H. Harker, Chemical Engineering, Vol. 2, Fifth Edition, Elsevier Science (2002).
R. Sinnott & G. Towler, Chemical Engineering Design, Fifth edition, Elsevier Science (2009).
R.E. Treybal, Mass-Transfer Operations, 3-rd edition, McGraw-Hill Book Co., 1980 (International Edition, softcover) (alternativo al McCabe)
W.L. McCabe, J.C. Smith, and P. Harriot, Unit Operations of Chemical Engineering, 7th edition, McGraw-Hill (2005).
Reference text:
R.B. Bird, W.E. Stewart, and E.N. Lightfoot, Transport Phenomena, 2nd edition, John Wiley (2007)
Additional materials for working students or students with specific learning disabilities is available upon request.
Note: the copies of the lecture slides are not sufficient for a good preparation for the exam; it is strongly recommended to use the textbooks and reference books.

The teaching aims to deepen the knowledge on unit operations (physical separation) and chemical reactors by providing the basic tools for their design and selection for applications of interest to the chemical process industry and the environment. The basic knowledge acquired in the teaching of the Degree Course in Chemistry and Chemical Technologies will be used to formulate the design equations of the main physical separation operations and the most common reactors (ideal and non-ideal) of the chemical process industry. Furthermore, a solid theoretical-practical basis will be provided to address the resolution of pollution problems (industrial and otherwise) in the water sector.

The module 2 of the teaching provides the knowledge and analysis tools for the design and selection of chemical reactors. The behaviour of non-ideal reactors will be analyzed by studying the effects of the distribution of residence times on the performance of the reactors. Basic knowledge will be provided for the application of reactor engineering to the study and analysis of wastewater purification plants and of plants with both conventional (activated sludge, percolator bed) and emerging (membrane bioreactor).

The examination is conducted orally. During the examination, each co-teacher must ask at least one question on the part of the program for which he/she is responsible. The final vote will take into account the credit weighting of the two modules.
In urgent cases and only according to special provisions expressly issued by the University of Genoa, the way in which the examinations are conducted may be changed to allow the possibility of taking the examination online. Registration must be made online and sent by email to the course instructors within 7 days before the examination date.
Online registration for the exam can be done via the website: https://servizionline.unige.it/studenti/esami/prenotazione.
Students with valid certifications for Specific Learning Disabilities (SLD), disabilities, or other educational needs may request exam adaptations. Well in advance of the exam date (at least 7 days), they must fill out the appropriate online form (https://modulionline.unige.it/richiesta-adattamenti#no-back) and contact the teacher and the inclusion representative of the School of Mathematical, Physical, and Natural Sciences ([email protected]) by email.
For more information about requesting services and adaptations see the Link https://unige.it/disabilita-dsa/richiesta-servizi.

The commission is composed of at least two members, of whom (at least) one is responsible of the teaching; the oral examination lasts at least 30 minutes. Using these methods, the commission is able to verify the acquisition of knowledge in the following areas:

• kinetics of homogeneous, heterogeneous, catalytic (liquid-solid) and biological reactions;
• chemical reactors.
  If these are not achieved, the student is asked to continue learning and to request additional explanations.

Textbook
W.L. McCabe, J.C. Smith, and P. Harriot, Unit Operations of Chemical Engineering, 7th edition, McGraw-Hill (2005).
H.S. Fogler, Elements of Chemical reaction Engineering, 4th edition, Prentice Hall (2006).
R.E. Treybal, Mass-Transfer Operations, 3-rd edition, McGraw-Hill Book Co.(1980) (International Edition, softcover) (alternativo al McCabe)
Metcalf & Eddy, Wastewater Engineering: Treatment and Reuse, 4th Edition, McGraw-Hill, New York (2013)
I.S. Choi, E.-M. Dombrowski, U. Wiesmann, Fundamentals of Biological Wastewater Treatment, Wiley-VCH (2006) (alternativo al Metcalf)
Reference texts:
R.B. Bird, W.E. Stewart, and E.N. Lightfoot, Transport Phenomena, 2nd edition, John Wiley (2007)
P.C. Wankat, Rate-Controlled Separations, Elsevier Applied Science (1990).
N.B.: Copies of the teaching slides are not sufficient for a good preparation for the exam, it is strongly recommended to use the textbooks and reference books.