Our research focuses on the interplay of particle/aerosol technology, transport phenomena (fluid, mass, and heat), chemical processing, and bio-systems. We aim to apply our expertise to address challenges in food production, water resources, and ecosystem protection. We consider materials and energy transfer across different scales, from “micro” to “macro”, including the global environment.
We are a research group that started in 2007 and currently (2023) has 13 students: 4 undergraduate students, 4 master’s students, and 5 doctoral students. The staffs include one professor, one administrative assistant, and one technical specialist. The group is unique in that it always has several doctoral students and foreign researcher enrolled. Over 50 graduates and alumni have been “produced” so far, and they are active in various fields in over 50 organizations. The lab aims to foster individuals who can be successful both internationally and interdisciplinarity by emphasizing student growth over research achievements.
Diversity and Interdisciplinarity.
We welcome people who are interested in various fields regardless of their specialty. To increase the diversity of the lab, we actively accept graduate students and international students (10% to 20%) from different fields and countries. In the past, we have accepted students from other universities in Japan, including the graduates from Physics or Symbiotic Systems Engineering departments, as well as students from Chemical Engineering departments at Indonesian universities and other research labs within TUAT’s Chemical Engineering and Applied Physics departments. Many doctoral-course students have graduated from other universities in Japan, including Applied Chemistry, Earth Science, and Mathematical Physics departments, as well as graduates from overseas universities such as Malaysia’s Food Process Engineering department, Indonesia’s Chemical Engineering/Life Science/Environmental Engineering departments, Taiwan’s Chemical Engineering department, and the UK’s Environmental Science department.
We tackle issues related to the future of the Earth from the perspective of material transfer. This “material transfer” refers to how natural resources, water, food, and other substances “move” on Earth and what impact they have on climate and ecosystems. To consider how engineering can solve these problems, we conduct research on themes (projects) such as those listed below. We encourage students to shape their own ideas. For undergraduate research, students can choose a topic that matches their interests from ongoing themes (below) or find a new one themselves. The themes for undergraduate and master’s theses can be freely designed. Projects with external organizations (other departments or universities) listed below are mainly handled by doctoral-course’s students. Students can study not only chemistry and physics but also biology and mathematics (numerical calculation, statistics).
New process technology and application for micro-particles and proteins
* Electrochemical synthesis of functional nanoparticles aimed at resource conservation (Collaboration with a daily goods manufacturer, with students as patent inventors, 2018~).
* Design of feed made from unused agricultural products (Collaboration with TUAT Department of Biological Production and Applied Biosciences, a National Project of the Cabinet Office, 2020~).
* Extraction and preservation method for proteins (Collaboration with a silk fiber company, TUAT Department of Life Science and Technology, students as patent inventors, 2021~).
Development of cutting-edge technology in the fields of plants, agriculture, and the environment using particle technology
* Material introduction technology for plants (Collaboration with TUAT Department of Environmental Resources and Applied Biological Sciences, 2008~).
* Micro-particle and spectrophotometric trace organic-sensor (Collaboration with a food venture company, 2010~2015).
* Analysis of liquids flowing in soil and biomass (Collaboration with a major food and beverage company, TUAT Department of Regional Ecosystem Studies, TUAT Department of Biomedical Engineering, School of Agriculture, The University of Tokyo, 2017~2023).
Development of atmospheric environment and medical technologies
* Food that attacks pathogens (Collaboration with TUAT Department of Veterinary Medicine and multiple research labs in the School of Agriculture, 2021~).
* Collection and measurement method for micro-particles in the environment (Collaboration with TUAT Department of Environmental Resources and Universiti Teknologi Malaysia, 2010~, Hatakeyama Lab (TUAT/APCE), 2022~).
* Collection and control of water in the atmospheric environment (Collaboration with a major electrical equipment company, Miyaji Lab (TUAT/APCE), TUAT Department of Mechanical Systems Engineering, 2022~).
Characteristics and Objectives of Undergraduate Research (during the Final Project)
In undergraduate research (fourth-year students), we emphasize the research process, such as theme design, construction of experimental equipment or numerical simulation. We value the thought process and methodology more than the research results being “splendid”. Fourth-year students design research themes that they want to do (or can do) with the professor. In an era where problem-setting ability is more important than problem-solving ability, students can acquire the necessary skills.
Failure is not something to be avoided, but something to be embraced. Failure is the source of innovation and learning. Learning from failures requires a safe and supportive environment. That is what our group offers to our students. In your graduation research, you will have the opportunity to design your own theme, build your experimental device or numerical simulation, and follow the research process from start to finish. We value your thinking process and methodology more than your final results. You don’t have to worry about being perfect, as long as you are rigorous and creative. As a fourth-year student, you will work closely with the faculty to design a research theme that matches your interests. This will help you develop the skills of problem-setting and problem-solving that are essential in today’s world.
We study the transport phenomena of “good” or “bad” substances such as functional materials and pollutants. This phenomenon occurs in both large-scale flows such as the atmosphere (MACRO) and small droplets and particles (MICRO). We also consider the risks associated with environmental problems caused by this phenomenon.
Question (Q). How do I choose a research theme for my (undergraduate) thesis?
Answer (A) To decide on a research theme, follow these steps: (1) Find phenomena or areas of interest based on your own interests and preferences. (2) Clarify your motivation and purpose for the chosen theme. (3) Check previous research (Web-of-Science) to confirm that the theme has novelty and significance. (4) Develop a research plan and method, and consider whether it can be executed within one year (or one semester). Understand the principles and usage of analytical instruments within the university. (5) Consider collaborating with other research labs or departments if possible.
This process may take time and effort, but it will help you acquire skills that are required in an era where problem-setting ability is more important than problem-solving ability. We have a “unique” educational policy where students design their own themes.
Q. What are the benefits of collaborating with other research groups or the School of Agriculture?
A) There are several benefits: (1) By interacting with different environments and people, students can broaden your perspective and way of thinking. (2) By touching on literature and knowledge from other fields, students can cultivate global trends and creativity in science and technology. (3) Students can deepen the awareness and sense of responsibility as a member of TUAT. Many lab’s graduates have highly “evaluated” the effectiveness of this system.
Q. Why are 4th-year students encouraged to pursue individual-research rather than team-type-research?
A) Individual research has the following benefits: (1) Working alone on one’s own theme can enhance autonomy and a sense of responsibility. (2) By constantly interacting with different fields and people, students can broaden perspective and way of thinking about research. (3) Both students and the professor have more opportunities to grow. This leads to the development of innovative and flexible human resources.
In the past, 4th-year students’ proposed themes can also produce excellent results (awards) in collaboration with other students or foreign universities.
Because research themes are diverse, lively Q&A sessions are held in the lab’s seminars regardless of seniority. This not only strengthens the ability to answer questions but also the ability to ask them.
Q. What is a (lab) seminar?
A) It is a mandatory event that all members of our group participate in. It is held once every 1-2 weeks, and each student has their turn approximately every 6-7 weeks. The presenter has 60 minutes, with 15 minutes for presentation and 45 minutes for Q&A. A distinctive feature of our lab is that all students ask questions, but professor does not. This is to improve students’ questioning skills. Seminars are not held from August to September.
Q. Can undergraduate students present at academic conferences when conducting research alone?
A) Fourth-year (undergrad) students work on their graduation thesis themes alone, but they are supported by multiple graduate student tutors. They can also receive instruction on things other than research content, such as creating seminar materials and using analytical equipment. Although not mandatory, fourth-year students have the opportunity to present at academic conferences (for example, in March, which is when graduation ceremonies are held). In the past, there have been fourth-year students who wrote academic papers (in English) or published intermediate presentation of their graduation research on YouTube.
Q. Have any academic papers developed from graduation thesis themes proposed by fourth-year students?
A) Fourth-year students conduct experiments freely according to their own themes and have made many (accidental) world-first discoveries. For example, when a glass plate was inserted into a candle flame, a student (S. Yokote, 2014) discovered soot particles that disperse in water or alcohol. Subsequently, graduate students who used these soot particles presented papers on methods for removing nano-scale “dirt” with ultrasound (2021) and creating membranes that can switch between hydrophilicity and hydrophobicity (water repellency) (2018). In addition, a fourth-year student (S. Koike) discovered the phenomenon of aerosol rupture due to airflow and presented a paper in 2017 on a novel method for creating nano-sized particles and membranes using this phenomenon. All of these were world-first discoveries.
Q. Do fourth-year students assist seniors?
A) No, they do not. Rather, graduate students often assist fourth-year students.
Q. Is there a designated “core time” in the lab?
A) Since 2020, there has been no designated core time. However, under-graduation theses carry an 8-credit (in a year, TUAT standard case) responsibility, so please devote at least 3 hours to research on weekdays. Literature surveys and experimental equipment production can be done freely at home or at the lab, but work in the laboratory after 5:00 PM is prohibited for safety reasons. Therefore, it is important to make effective use of the morning hours. In our lab, the evaluation of graduation theses is based on research process (number of trial and error) rather than results. Students are required to report their research progress to their instructors every 7-10 days. Reporting even when there are no results is an important skill.
Q. Is it necessary for research themes to be related to “particles”?
A) It is not necessary for research themes to be related to “particles”. Themes related to heat (energy) and fluid (gas, liquid) movement are also welcome, in addition to particles (substances) and their transfers. For example, we have recently published papers on optical system technology that can observe liquid flow in porous biomass (2023A, 2023B). In addition, a joint research project with a daily goods manufacturer (and Shimizu “Gas-Sensor” Lab) is underway regarding gas flow. Students who could not come to the university during the Covid19 period also conducted a theme that calculated the flow of air and heat in the room using thermal fluid simulation software (Comsol Multiphysics).
Q. Is there a relationship between research themes and future employment?
A) There is little relationship between research themes and future employment. It’s not what you learn – it’s how you learn. Graduates of our lab are active in various fields, including chemistry/materials (Mitsubishi Chemical, Dow-Toray, etc.), construction (JGC, etc.), heavy machinery (IHI, etc.), semiconductors (Screen HD, etc.), metals (Tungaloy, etc.), food (Itoham, etc.), automobiles (Toyota), gas, water treatment (Kajima Corp.), printing (Dai Nippon Printing, etc.), consulting (Accenture), finance, administration (JICA, Self-Defense Forces, Fire and Disaster Management Agency, Mitaka City), trading companies, and universities (environmental chemistry, food engineering, biotechnology, physics, chemical engineering, mechanical engineering, environmental science). Interestingly, it is rare for “junior” to go to the same organization as their “senior”, which reflects the individuality of our students. Note that professor is almost not involved in students’ job hunting activities but will cooperate in creating letters of recommendation.
Particles & Transfer 