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Homing in on Energy

Homing in on Energy. Presenter: Jesus A. Hernandez Gregory-Portland HS Mentor: Dr. Bella Chu Dept. of Civil/Environmental Engineering. Dr. Kung- Hui Chu. B iodegradation and bioremediation of priority pollutants and emerging contaminants

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Homing in on Energy

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  1. Homing in on Energy Presenter: Jesus A. Hernandez Gregory-Portland HS Mentor: Dr. Bella Chu Dept. of Civil/Environmental Engineering

  2. Dr. Kung-Hui Chu • Biodegradation and bioremediation of priority pollutants and emerging contaminants • Molecular quantification of microbial risk in water • Optimization of bioenergy production • Application of bioretention for stormwater runoff management • Advancing knowledge on microbial ecology of nitrogen and carbon cycles

  3. Center for Phage Technology • The CPT provided the lab for the summer project • The Center for Phage Technology will position the • Texas A&M University System as the world leader in the • application of phage to combat bacterial infections in • humans, animals and plants, to promote food safety, to • protect against potential bacteriological weapons, and to • prevent or mitigate the deleterious effects of bacterial • contamination, degradation and corrosion in the • petroleum industry.

  4. Review of Summer Project • Phages are viruses that infect bacterial cells • Our work focused on phages that infect R. opacusand R. jostii • Does high degree of phage gene homology exist?

  5. The TEAM • Worked along side Armando Vital, Brownsville, TX • Worked under Dr. Kung-Hui Chu, Environmental Engineering/Civil Engineering • Worked in Dr. Ry Young’s Lab, Center for Phage Technology (CPT) under direction of Dr. Jason Gill • Worked with assistance from Myunghee Kim and Do Gyun Lee, both PhD. Students in Dr. Chu’s Lab

  6. Research Work • Collecting soil samples • Learn aseptic techniques • Preparing media (broth/food) • Enriching samples for phage • Growing liquid cultures of bacteria • Plating out phage • Collecting plaques of phage on petri dishes

  7. Flow Chart of Lab Work

  8. Results • Results did not pan out the way we expected them. We were not able to isolate phage. • Plating results were not optimal. Only one of our samples yielded plaques but they were very scattered and inconsistent. • The results are consistent with the idea of contamination but NOT conclusive. • We were NOT able to repeat the experiment.

  9. Anticipated Results 2010 Results

  10. Anticipated Results 2010 Results

  11. Focus of Classroom Project • ENERGY!!! • For the purposes of physics • Gives the opportunity to talk about physics, engineering, energy in general, and finding alternate sources of energy

  12. Energy in General • The unit in physics is energy • Encompasses topics such as different forms of energy, potential/kinetic energy, conservation of energy, energy conversion and heat

  13. Why this topic in physics? • I want to focus on the conversion of energy and make students aware of engineering that goes on in this field especially this time in history. • Perfect project for the last two or three weeks of the semester • Leads into our next topic in physics: thermodynamics • The kids will be exposed to electrical devices

  14. Standards • Project targets state standards (TEKS) for physics • Targets TAKS/EOC objectives • Targets college readiness standards

  15. TEKS • Physics TEKS 7B – methods of heat energy transfer. • Physics TEKS 5D – conservation of energy &momentum. • Physics TEKS 6E – design and analyze electrical circuits • Physics TEKS 7A – laws of thermodynamics.

  16. TAKS • Project targets the following objectives: • 1 The student will demonstrate an understanding of the nature of science. • 4 The student will demonstrate an understanding of the structures and properties of matter. • 5 The student will demonstrate an understanding of motion, forces, and energy.

  17. STAAR/EOC & College Readiness Standards • I. Nature of Science – Scientific ways of learning and thinking • II. Foundation Skills – Scientific applications of mathematics • III. Foundation Skills – Applications of Communication • IV. Science, Technology and Society

  18. STAAR/EOC & College Readiness Standards (cont.) • V. Cross-Disciplinary Themes • VIII. Physics • C. Forces and Motion • D. Mechanical Energy • H. Thermodynamics • I. Electromagnetism

  19. How to get the kids engaged • Use a hand boiler! • Use probing questions about the process of how the item works • YouTube - Hand Boilers - Hot or Not

  20. Investigating Further • Give kids examples of tools, machines and processes that convert energy • e.g. water heater, car engine, solar panels • Ask them to “explain” how these processes work and how they convert energy • This questioning will gear their thinking towards energy conversion and how it impacts technology

  21. Investigating Further • On the day of the introduction, I will give the students a small slide show that focuses on what engineering is. • Purpose of slide show: To show how the gaps between scientific disciplines are closing with the innovation of engineers.

  22. Lecture and Practice Problems • Give lecture over a few days (approximately 4 days) along with practice problems to familiarize them with the math involved and how to apply the math

  23. The Main Activity • Objective: Using a thermoelectric device, The students will measure the difference in temperature the sides of the module when a voltage is applied to the module.

  24. Main Activity: Materials • 1 Voltmeter • Power Source • 2 500mL Beakers • Water • Ice • Hot Plate or Bunsen Burner • 2 Digital Thermometers • Connecting Wire • 1 Peltier Module/Thermoelectric converter • 2 Aluminum Plates • 1 Binder Clip

  25. Part A The Students will: • Place the module between the 2 aluminum plates and secure it with a binder clip • Hook the module to a power source with connecting wires. • Adjust the voltage going to the converter (module) at the lowest setting (1.5 V)

  26. Part A (cont.) • Record the temperature each of the 2 sides of the module • Adjust to several voltage settings: 3.0 V, 4.5 V, 9.0 V and 12.0 V • Record the difference in temperatures that is generated by each setting respectively.

  27. Part A • When the kids are done with the lab activities for the day, they are to prepare a table from the information • With the table, they are to produce a graph by hand or via computer software • Analyze the data and draw a conclusion

  28. Part B Challenge! • Challenge the kids by asking if the process is reversible • The students are to think of a way to make a temperature difference and record difference in voltages • In addition to the question, ask the kids to develop and design an experiment • Upon approval from the teacher, students are to perform their own experiments and write a formal report along with data and conclusions

  29. Student Expectations • This will allow students to think outside the box and tap into creativeness. • They are being asked to design and create something that will encourage higher level thinking

  30. Student Expectations • I hope to see kids use the ice and hot plates to create the temperature difference in two beakers. • If kids can come up with another design that they can test, then they should continue with their experiment.

  31. Student Expectations • Along with their reports, students will answer a few short answer questions that will guide their thinking towards applications of this topic. • My hope is to come full circle with the topics we started so that it brings closure to the chapter

  32. Student Expectations • Finally! The Post-Test • Performance should improve from their pre-test in the second week of school. • At the end of the academic year they will have the post-post-test.

  33. Sample Questions • What is the law of conservation of energy? • Energy cannot be created or destroyed • An object in motion stays in motion • What goes up must come down • The difference in temperature • What does the Peltier Module do? • Acts as a heat sink • Generates energy • Converts thermal energy to electrical energy • Runs on fuel

  34. Other Topics to Cover • Sedimentation Physics • Density/Buoyancy of Sedimentation • Renewable Energy sourcesand microbial sources of energy

  35. Acknowledgements • TAMU E3 Program • National Science Foundation (NSF) • Nuclear Power Institute (NPI) • Texas Workforce Comission • Dr. Kung-Hui Chu and her lab • Dr. Ry Young and the Center for Phage Technology • College Station Water Treatment Plant

  36. Special Thanx to… • Dr. Jason Gill (CPT, Young Lab) • Diego Escobar (St. Mary’s University Intern, Young Lab) • Do Gyun Lee (Chu Lab) • Myunghee Kim (Chu Lab) • Armando Vital (Partner) • Doug at the College Station Water Treatment Plant

  37. Special Thanx to… • Dr. Cheryl Page • Dr. Robin Autenrieth • Dr. ArunSrinivasa • AshwinRao • Matthew Pariyothorn • Roberto Dimaliwat • Stephen Hudson

  38. Image/Info References • Texas Education Agency • CSCOPE • Steve Spangler Science • CPT – TAMU • Texas A&M University College of Engineering

  39. Questions? Comments? Suggestions?

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