Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
Displaying 1 - 4 of 4
Description
The recovery of biofuels permits renewable alternatives to present day fossil fuels that cause devastating effects on the planet. Pervaporation is a separation process that shows promise for the separation of ethanol from biologically fermentation broths. The performance of thin film composite membranes of polydimethylsiloxane (PDMS) and zeolite imidazolate frameworks (ZIF-71) dip coated onto a porous substrate are analyzed. Pervaporation performance factors of flux, separation factor and selectivity are measured for varying ZIF-71 loadings of pure PDMS, 5 wt%, 12.5 wt% and 25 wt% at 60 oC with a 2 wt% ethanol/water feed. The increase in ZIF-71 loadings increased the performance of PDMS to produce higher flux, higher separation factor and high selectivity than pure polymeric films.
ContributorsLau, Ching Yan (Author) / Lind, Mary Laura (Thesis director) / Durgun, Pinar Cay (Committee member) / Lively, Ryan (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Chemical Engineering Program (Contributor)
Created2014-05
Description
In this research, construction of a model membrane system using Polyvinylidene Chloride-Co Acrylonitrile and Linde Type A zeolites is described. The systems aims to separate out flow through zeolite pores and flow through interfaces between zeolites and polymers through the use of pore filled and pore open zeolites. Permeation tests and salt rejection tests were performed, and the data analyzed to yield approximation of separated flow through zeolites and interfaces. This work concludes the more work is required to bring the model system into a functioning state. New polymer selections and new techniques to produce the membrane system are described for future work.
ContributorsShabilla, Andrew Daniel (Author) / Lind, Mary Laura (Thesis director) / Lin, Jerry (Committee member) / Barrett, The Honors College (Contributor) / Chemical Engineering Program (Contributor)
Created2014-05
Description
This thesis aims to evaluate how in classroom demonstrations compare to regular education techniques, and how student learning styles affect interest in science and engineering as future fields of study. Science education varies between classrooms, but usually is geared towards lecture and preparation for standardized exams without concern for student interest or enjoyment.5 To discover the effectiveness of demonstrations in these concerns, an in classroom demonstration with a water filtration experiment was accompanied by several modules and followed by a short survey. Hypotheses tested included that students would enjoy the demonstration more than a typical class session, and that of these students, those with more visual or tactile learning styles would identify with science or engineering as a possible major in college. The survey results affirmed the first hypothesis, but disproved the second hypothesis; thus illustrating that demonstrations are enjoyable, and beneficial for sparking or maintaining student interest in science across all types of students.
ContributorsPiper, Jessica Marie (Author) / Lind, Mary Laura (Thesis director) / Montoya-Gonzales, Roxanna (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / Chemical Engineering Program (Contributor)
Created2014-05
Description
The study was based on research done on the achievement goal theory. The purpose of the study was to discover if goal orientation would change after manipulation of the motivational climate. The study also was conducted to find if there was evidence of gender differences in motivational climate preference and satisfaction. These findings may help to provide a fun and motivating environment for all children in a physical activity setting. Investigators manipulated the climate to present lessons that were more task orientated in nature (mastery climate), and lessons that were more ego oriented in nature (performance climate). Participants consisted of girls and boys ages eight to ten years old (M = 9.5) recruited from a fourth grade P.E. class (n=42, females=20, males=22). The children participated in activities in a mastery and performance climate. The Task and Ego Orientation in Sport Questionnaire (TEOSQ), the Athlete in Sport Questionnaire (ASQ), and the Perceived Motivational Climate in Sport Questionnaire 2 (PMSQ-2) were administered. From the data it was concluded that there were no gender differences between baseline task and ego orientation scores. The children also did not perceive a performance climate after the performance climate intervention There were no gender differences in satisfaction following the mastery climate and the performance climate. The children's task and ego personal goal orientation scores on the PMCSQ-2 did not change following the mastery climate or the performance climate. There may be an absence of a gender difference in satisfaction and possessing either a task or ego orientation due to the factor of age. The student's regular PE coach enforces a mastery climate in their class, which may explain why the participants did not perceive a performance climate during the performance climate intervention. There were some methodological hurdles and problems in conducting the present study, which may account for the results.
ContributorsHolt, Rachelle Brooke (Author) / Hoffner, Kristin (Thesis director) / Harper, Erin (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor)
Created2014-05