The quest to improve effective teaching and student learning is ongoing. Many different learning style models have been developed, but most are too complicated to give in interpret in the classroom. One simple tool that has been successfully used to gain insight into student learning is the VARK catalyst (Visual/Aural/Read-Write/Kinesthetic). Results obtained for class profiles of Freshmen and Junior level Chemical Engineering students using VARK indicate that student learning styles may differ substantially from what most professors believe and that these styles are firmly in place by the time a student reaches the university. Students showed much less preference for visual input than expected. The preferred learning style of the majority of students as was found to be kinesthetic (hands-on) mode, either by itself or in combination with other learning styles (multimodal). A discussion of the class results compared with activities designed to reach students through multiple modes proved easy to discuss with the students and opened up the discussion of study habits and active learning in the classroom.
The methane coupling reaction was investigated over MnMo04 and alkali-metal (Li, N a , K)-promoted MnMo04 a t 700 OC using isotopically labeled oxygen under both methane-free and oxygen/methane cofeed reaction conditions. The addition of K to MnMoO4 has previously been found to increase the selectivity to C1 hydrocarbons under methane coupling conditions.' Results of the isotopic labeling studies performed under steady-state conditions indicated that the interaction of the catalyst surfaces with gas-phase oxygen and the mobility of subsurface lattice oxygen may play a significant role in determining the selectivity to Ca hydrocarbons.
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