The objective of the presented module is to train students with no background in process development and scale-up of chromatographic processes to a high level of competency within forty 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.

On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/17, the effect of the videos on the students' learning was measured using video viewership metrics, a survey and focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way and produced better outputs. Rather than just a video version of the experiment handout, the video influenced the behaviour of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.

Characterisation of the vapour 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 10 describe vapour-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 vaporisation. This hands-on experience allows students to appreciate important thermodynamic concepts such as phase equilibrium, preparing them for more-advanced studies of the subject. 15ABSTRACT GRAPHIC

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