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MSE course syllabi
Materials Science and Engineering 673
Fundamentals of Chemical Sensor Materials
Description:
This is a three-credit hour course composed of two parts: (1) lectures covering basic scientific and technological principles of chemical sensing, catalysis, nano-materials/nano-structures and thin-films; and (2) laboratory group projects illustrating how to fabricate (starting from raw materials to sensor fabrication including electrical contact and lead wire attachment), characterize and test properties of ceramic sensors. The focus is on ceramic sensors for detection in hostile industrial environments.
Prerequisites:
Senior or graduate standing in Engineering, Physics, Chemistry and Biological Sciences, or permission of the instructor. Not open to students with credit for MSE 659H.
Time Distribution:
Two 1.5 hour lectures per week for 5 weeks and two 1.5 hour lab session per week for 5 weeks.
Objectives:
To present a basic understanding of chemical sensor materials based on their chemical composition, crystal structure, defect chemistry, phase assemblages, and microstructure; to relate macroscopic properties to microscopic behavior; to obtain an appreciation for the importance of processing and process control in the development of sensors with desired properties. The purpose of the group laboratory project is to ensure that students from different disciplines interact and learn from each other. Such interaction is valuable to make up for any deficiencies in background required to take this course. Meet ABET Criteria 3 Outcomes a, b, d, e, g, j, and k.
Textbooks:
Lecture notes posted via Carmen
- M. J. Madou and S. R. Morrison, “Chemical Sensing with Solid State Devices,” Academic Press, New York, 1989.
- W. Göpel and G. Reinhardt G, Sensors Update, Vol. 1. VCH, Weinheim (1996).
- C.O. Park and S.A. Akbar, “Ceramics for chemical sensing,” special issue on “Chemical and Bio-Ceramics,” J. Matls. Sci., 38, 4611-4637 (2003).
- C.O. Park, S.A. Akbar and W. Weppner, “Ceramic Electrolytes and Electrochemical Sensors,” special issue on “Chemical and Bio-Ceramics,” J. Matls. Sci., 38, 4639-4660 (2003).
- M.A. Keane, “Ceramics for Catalysis,” special issue on “Chemical and Bio-Ceramics,” J. Matls. Sci., 38, 4661-4675 (2003).
Lecture Topics :
- Introduction to Sensors
Definitions
Markets and trends
Needs and challenges - Introduction to Catalysis
Fundamentals
Oxide-based catalysts
Applications and challenges - Resistive/Semiconductive Sensor Materials: Fundamentals
Gas-solid reaction
Adsorption and desorption
Surface states and conduction
Selectivity and interference - Specific Resistive/Semiconductive Sensors
CO sensor – a case study - Electrochemical Sensors: Fundamentals
Galvanic cell thermodynamics
Electrolytes and electrodes - Electrode Kinetics
Mixed potential NOx sensor
Fuel cell (SOFC)
Catalytic versus topological aspects - Specific Electrochemical Sensor
CO2 sensor – a case study - AC Electrical Measurements Applied to Sensors
Equivalent circuit and complex plane analysis
Modeling of materials behavior
Sensing mechanism - Sensor Arrays and Modeling
Signal processing and pattern recognition
Kernel regression method - Ceramic Nano-structures: Sensing and Catalysis Platforms
Nano-channels using photoelectrochemical etching
Nano-fingers using gas-phase nano-carving
Opportunities and challenges - Surface area measurement and facility tour
- Thin-film technique and facility tour
Lab Assignments:
Students work in groups on a laboratory project where they design a sensor device starting from raw materials to fabrication, packaging and testing of the device. Groups are formed with 3 students in each group. Students are selected from different disciplines and/or having varying degrees of experience, for example, undergraduate versus graduate or students with industrial experience. The group idea is to ensure interaction among students so that they learn from each other. Each student submits a laboratory report of 15 pages long and each group makes a group presentation in class.
Grading Plan:
Take-home Exam 40%
Laboratory Project60%
Written 50%
Presentation 50%
Professional Component Content:
Engineering Science: 1.5 credits or 50%.
Engineering Design: 1.5 credits or 50%.
Design Component Objectives:
In lectures students learn the basic principles sensing mechanism and design and operation of sensor devices. Students are trained to answer open-ended questions requiring integrated understanding of various concepts. In the group laboratory project, students learn how to design a sensor probe stating from raw materials and going through fabrication, packaging and testing of the probe.
Relation to Program Objectives:
- Course develops a basic understanding of sensing mechanism and microstructure-property correlation of chemical sensors.
- Develop analytical skills in take-home test that require understanding of basic scientific principles and integration of concepts learned in lectures.
- Trains students in problem solving using a multidisciplinary and team-work approach.
- Students have the opportunity to exercise fundamental concepts in structured laboratory exercises that parallel lecture material.
- Prepare students for graduate research and future employment in the area of sensor and electronic materials.
Academic Integrity, Academic Misconduct
Academic misconduct may be found in any action that tends to distort the accurate assessment of any student’s individual accomplishments that are evaluated for the purpose of grading or conferring academic credit. Note that a student may be guilty of academic misconduct, for example, by cheating, collaborating, plagiarizing, or by allowing another student to cheat, collaborate, or plagiarize. Note also that the distortion applies, for example, to exams, homework assignments, and laboratory work. To the extent that any class activity (for example: attendance or participation) is used for evaluation for the purpose of grading or conferring academic credit, falsifying or distorting such activity, or permitting another student to falsify or distort such activity, represents academic misconduct.
Additional guidance about what represents academic integrity and misconduct, and related university-wide policies and procedures are available at the following locations:
http://oaa.osu.edu/coam/faq.html
http://oaa.osu.edu/coam/ten-suggestions.html
Course-specific exceptions or amplifications to the departmental and university statements outlined above will be provided by the faculty instructor in writing, preferably as part of the course syllabus.
Note: Students should not request nor accept guidance on these matters from a teaching assistant, fellow student, or anyone other than the faculty instructor of record for this course.
Disabilities Statement
Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Office for Disability Services at 614-292-3307 in room 150 Pomerene Hall to coordinate reasonable accommodations for students with documented disabilities. (URL: http://www.ods.ohio-state.edu/)
Advice on such matters is also available from the MSE department’s undergraduate adviser (1xx-6xx courses) and graduate coordinator (7xx-9xx courses) whose offices may be found in room 477 Watts Hall.
Megan Daniels, Undergraduate Advisor, (614) 292-3145, e-mail Megan concerning the MSE undergrad studies
Mark Cooper, Graduate Studies Coordinator, (614) 292-7280, e-mail Mark concerning the MSE graduate studies
