ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Filtering by
- All Subjects: Environmental engineering
First, a new flat-pate microbial electrolysis cell (MEC) was designed with high surface area anodes using carbon fibers, but without creating a large distance between the anode and the cathode (<0.5 cm) to reduce Ohmic overpotential. Through the improved design, operation, and electrochemical characterization, the applied voltages were reduced from 1.1 to ~0.85 V, at 10 A m-2. Second, PS conversion was examined through hydrolysis, fermentation, methanogenesis, and/or anode respiration. Since pretreatment often is required to accelerate hydrolysis of organic solids, I evaluated pulsed electric field technology on PS showing a modest improvement of energy conversion through methanogenesis and fermentation, as compared to the conversion from waste activated sludge (WAS) or WAS+PS. Then, a two-stage system (prefermented PS-fed MEC) yielded successful performance in terms of Coulombic efficiency (95%), Coulombic recovery (CR, 80%), and COD-removal efficiency (85%). However, overall PS conversion to electrical current (or CR) through pre-fermentation and MEC, was just ~16%. Next, a single-stage system (direct PS-fed MEC) with semi-continuous operation showed 34% CR at a 9-day hydraulic retention time. The PS-fed MEC also showed an important pH dependency, in which high pH (> 8) in the anode chamber improved anode respiration along with methanogen inhibition. Finally, H2O2 was produced in a PS-fed microbial electrochemical cell with a low energy requirement (~0.87 kWh per kg H2O2). These research developments will provide groundbreaking knowledge for MXC design, commercial application, and anaerobic energy conversion from other high-strength organic wastes to resources.
In G. sulfurreducens, two distinct pathways of electron transport were observed through the application of advanced electrochemical techniques on anode biofilms in microbial electrochemical cells. These pathways were found to be preferentially expressed, based on the poised anode potential (redox potential) of the electrode. In Glk. ferrihydriticus, four pathways for electron transport were found, showing an even greater diversity in electron transport pathway utilization as compared to G. sulfurreducens. These observations provide insights into the diversity of electron transport pathways present in anode-respiring bacteria and introduce the necessity of further characterization for pathway identification.
Essential to science today, communication of pressing scientific issues to the lay audience may present certain difficulties. This can be seen especially with the topics that are considered socio-scientific issues, those considered controversial in society but not for scientists. This dissertation explores the presentation of alternative and renewable energy technologies and climate change in undergraduate education. In introductory-level Biology, Chemistry, and Physics textbooks, the content and terminology presented were analyzed for individual textbooks and used to evaluate discipline-based trends. Additional extensions were made between teaching climate change with the active learning technique of citizen science using past research gains from studies of evolution. These observations reveal patterns in textbook content for energy technologies and climate change, as well as exploring new aspects of teaching techniques.