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- All Subjects: Mechanical Engineering
- All Subjects: science education
- Creators: Wang, Liping
Description
Conceptual change has been a large part of science education research for several decades due to the fact that it allows teachers to think about what students' preconceptions are and how to change these to the correct scientific conceptions. To have students change their preconceptions teachers need to allow students to confront what they think they know in the presence of the phenomena. Students then collect and analyze evidence pertaining to the phenomena. The goal in the end is for students to reorganize their concepts and change or correct their preconceptions, so that they hold more accurate scientific conceptions. The purpose of this study was to investigate how students' conceptions of the Earth's surface, specifically weathering and erosion, change using the conceptual change framework to guide the instructional decisions. The subjects of the study were a class of 25 seventh grade students. This class received a three-week unit on weathering and erosion that was structured using the conceptual change framework set by Posner, Strike, Hewson, and Gertzog (1982). This framework starts by looking at students' misconceptions, then uses scientific data that students collect to confront their misconceptions. The changes in students' conceptions were measured by a pre concept sketch and post concept sketch. The results of this study showed that the conceptual change framework can modify students' preconceptions of weathering and erosion to correct scientific conceptions. There was statistical significant difference between students' pre concept sketches and post concept sketches scores. After examining the concept sketches, differences were found in how students' concepts had changed from pre to post concept sketch. Further research needs to be done with conceptual change and the geosciences to see if conceptual change is an effective method to use to teach students about the geosciences.
ContributorsTillman, Ashley (Author) / Luft, Julie (Thesis advisor) / Middleton, James (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
Writing scientific explanations is increasingly important, and today's students must have the ability to navigate the writing process to create a persuasive scientific explanation. One aspect of the writing process is receiving feedback before submitting a final draft. This study examined whether middle school students benefit more in the writing process from receiving peer feedback or teacher feedback on rough drafts of scientific explanations. The study also looked at whether males and females reacted differently to the treatment groups. And it examined if content knowledge and the written scientific explanations were correlated. The study looked at 38 sixth and seventh-grade students throughout a 7-week earth science unit on earth systems. The unit had six lessons. One lesson introduced the students to writing scientific explanations, and the other five were inquiry-based content lessons. They wrote four scientific explanations throughout the unit of study and received feedback on all four rough drafts. The sixth-graders received teacher feedback on each explanation and the seventh-graders received peer-feedback after learning how to give constructive feedback. The students also took a multiple-choice pretest/posttest to evaluate content knowledge. The analyses showed that there was no significant difference between the group receiving peer feedback and the group receiving teacher feedback on the final drafts of the scientific explanations. There was, however, a significant effect of practice on the scores of the scientific explanations. Students wrote significantly better with each subsequent scientific explanation. There was no significant difference between males and females based on the treatment they received. There was a significant correlation between the gain in pretest to posttest scores and the scientific explanations and a significant correlation between the posttest scores and the scientific explanations. Content knowledge and written scientific explanations are related. Students who wrote scientific explanations had significant gains in content knowledge.
ContributorsLange, Katie (Author) / Baker, Dale (Thesis advisor) / Megowan, Colleen (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
Production from a high pressure gas well at a high production-rate encounters the risk of operating near the choking condition for a compressible flow in porous media. The unbounded gas pressure gradient near the point of choking, which is located near the wellbore, generates an effective tensile stress on the porous rock frame. This tensile stress almost always exceeds the tensile strength of the rock and it causes a tensile failure of the rock, leading to wellbore instability. In a porous rock, not all pores are choked at the same flow rate, and when just one pore is choked, the flow through the entire porous medium should be considered choked as the gas pressure gradient at the point of choking becomes singular. This thesis investigates the choking condition for compressible gas flow in a single microscopic pore. Quasi-one-dimensional analysis and axisymmetric numerical simulations of compressible gas flow in a pore scale varicose tube with a number of bumps are carried out, and the local Mach number and pressure along the tube are computed for the flow near choking condition. The effects of tube length, inlet-to-outlet pressure ratio, the number of bumps and the amplitude of the bumps on the choking condition are obtained. These critical values provide guidance for avoiding the choking condition in practice.
ContributorsYuan, Jing (Author) / Chen, Kangping (Thesis advisor) / Wang, Liping (Committee member) / Huang, Huei-Ping (Committee member) / Arizona State University (Publisher)
Created2013
Description
Tesla turbo-machinery offers a robust, easily manufactured, extremely versatile prime mover with inherent capabilities making it perhaps the best, if not the only, solution for certain niche applications. The goal of this thesis is not to optimize the performance of the Tesla turbine, but to compare its performance with various working fluids. Theoretical and experimental analyses of a turbine-generator assembly utilizing compressed air, saturated steam and water as the working fluids were performed and are presented in this work. A brief background and explanation of the technology is provided along with potential applications. A theoretical thermodynamic analysis is outlined, resulting in turbine and rotor efficiencies, power outputs and Reynolds numbers calculated for the turbine for various combinations of working fluids and inlet nozzles. The results indicate the turbine is capable of achieving a turbine efficiency of 31.17 ± 3.61% and an estimated rotor efficiency 95 ± 9.32%. These efficiencies are promising considering the numerous losses still present in the current design. Calculation of the Reynolds number provided some capability to determine the flow behavior and how that behavior impacts the performance and efficiency of the Tesla turbine. It was determined that turbulence in the flow is essential to achieving high power outputs and high efficiency. Although the efficiency, after peaking, begins to slightly taper off as the flow becomes increasingly turbulent, the power output maintains a steady linear increase.
ContributorsPeshlakai, Aaron (Author) / Phelan, Patrick (Thesis advisor) / Trimble, Steve (Committee member) / Wang, Liping (Committee member) / Arizona State University (Publisher)
Created2012
Description
From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as active, constructive, and interactive based on their underlying cognitive principles and their effectiveness on students' learning outcomes. The motivating question behind this framework is whether some types of engagement affect learning outcomes more than the others. This work evaluated the effectiveness and applicability of the DOLA framework to learning activities for STEM classes. After classification of overt learning activities as being active, constructive or interactive, I then tested the ICAP hypothesis, which states that student learning is more effective in interactive activities than constructive activities, which are more effective than active activities, which are more effective than passive activities. I conducted two studies (Study 1 and Study 2) to determine how and to what degree differentiated activities affected students' learning outcomes. For both studies, I measured students' knowledge of materials science and engineering concepts. Results for Study 1 showed that students scored higher on all post-class quiz questions after participating in interactive and constructive activities than after the active activities. However, student scores on more difficult, inference questions suggested that interactive activities provided significantly deeper learning than either constructive or active activities. Results for Study 2 showed that students' learning, in terms of gain scores, increased systematically from passive to active to constructive to interactive, as predicted by ICAP. All the increases, from condition to condition, were significant. Verbal analysis of the students' dialogue in interactive condition indicated a strong correlation between the co-construction of knowledge and learning gains. When the statements and responses of each student build upon those of the other, both students benefit from the collaboration. Also, the linear combination of discourse moves was significantly related to the adjusted gain scores with a very high correlation coefficient. Specifically, the elaborate type discourse moves were positively correlated with learning outcomes; whereas the accept type moves were negatively correlated with learning outcomes. Analyses of authentic activities in a STEM classroom showed that they fit within the taxonomy of the DOLA framework. The results of the two studies provided evidence to support the predictions of the ICAP hypothesis.
ContributorsMenekşe, Muhsin (Author) / Chi, Michelene T.H. (Thesis advisor) / Baker, Dale (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Created2012
Description
To determine the effects of exhaust heat recovery systems on small engines, an experiment was performed to measure the power losses of an engine with restricted exhaust flow. In cooperation with ASU's SAE Formula race team, a water brake dynamometer was refurbished and connected to the 2017 racecar engine. The engine was mounted with a diffuser disc exhaust to restrict flow, and a pressure sensor was installed in the O2 port to measure pressure under different restrictions. During testing, problems with the equipment prevented suitable from being generated. Using failure root cause analysis, the failure modes were identified and plans were made to resolve those issues. While no useful data was generated, the project successfully rebuilt a dynamometer for students to use for future engine research.
ContributorsRoss, Zachary David (Author) / Middleton, James (Thesis director) / Steele, Bruce (Committee member) / Mechanical and Aerospace Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Solar energy has become one of the most popular renewable energy in human’s life because of its abundance and environment friendliness. To achieve high solar energy conversion efficiency, it usually requires surfaces to absorb selectivity within one spectral range of interest and reflect strongly over the rest of the spectrum. An economic method is always desired to fabricate spectrally selective surfaces with improved energy conversion efficiency. Colloidal lithography is a recently emerged way of nanofabrication, which has advantages of low-cost and easy operation.
In this thesis, aluminum metasurface structures are proposed based on colloidal lithography method. High Frequency Structure Simulator is used to numerically study optical properties and design the aluminum metasurfaces with selective absorption. Simulation results show that proposed aluminum metasurface structure on aluminum oxide thin film and aluminum substrate has a major reflectance dip, whose wavelength is tunable within the near-infrared and visible spectrum with metasurface size. As the metasurface is opaque due to aluminum film, it indicates strong wavelength-selective optical absorption, which is due to the magnetic resonance between the top metasurface and bottom Al film within the aluminum oxide layer.
The proposed sample is fabricated based on colloidal lithography method. Monolayer polystyrene particles of 500 nm are successfully prepared and transferred onto silicon substrate. Scanning electron microscope is used to check the surface topography. Aluminum thin film with 20-nm or 50-nm thickness is then deposited on the sample. After monolayer particles are removed, optical properties of samples are measured by micro-scale optical reflectance and transmittance microscope. Measured and simulated reflectance of these samples do not have frequency selective properties and is not sensitive to defects. The next step is to fabricate the Al metasurface on Al_2 O_3 and Al films to experimentally demonstrate the selective absorption predicted from the numerical simulation.
In this thesis, aluminum metasurface structures are proposed based on colloidal lithography method. High Frequency Structure Simulator is used to numerically study optical properties and design the aluminum metasurfaces with selective absorption. Simulation results show that proposed aluminum metasurface structure on aluminum oxide thin film and aluminum substrate has a major reflectance dip, whose wavelength is tunable within the near-infrared and visible spectrum with metasurface size. As the metasurface is opaque due to aluminum film, it indicates strong wavelength-selective optical absorption, which is due to the magnetic resonance between the top metasurface and bottom Al film within the aluminum oxide layer.
The proposed sample is fabricated based on colloidal lithography method. Monolayer polystyrene particles of 500 nm are successfully prepared and transferred onto silicon substrate. Scanning electron microscope is used to check the surface topography. Aluminum thin film with 20-nm or 50-nm thickness is then deposited on the sample. After monolayer particles are removed, optical properties of samples are measured by micro-scale optical reflectance and transmittance microscope. Measured and simulated reflectance of these samples do not have frequency selective properties and is not sensitive to defects. The next step is to fabricate the Al metasurface on Al_2 O_3 and Al films to experimentally demonstrate the selective absorption predicted from the numerical simulation.
ContributorsGuan, Chuyun (Author) / Wang, Liping (Thesis advisor) / Azeredo, Bruno (Committee member) / Wang, Robert (Committee member) / Arizona State University (Publisher)
Created2019
Description
Biogas’s potential as a renewable fuel source has been an area of increased research in recent years. One issue preventing wide-spread use of biogas as a fuel is the trace amounts of impurities that damage fuel-burning equipment by depositing silicon, sulfur, calcium and other elements on their surface. This study aims to analyze the effects of a high concentration of L4 linear siloxane on solid oxide fuel cell performance until failure occurs. L4 siloxane has not been extensively researched previously, and this investigation aims to provide new data to support similar, though slower, degradation compared to D4, D5 and other siloxanes in solid oxide fuel cells. The experiments were conducted inside a furnace heated to 800℃ with an Ni-YSZ-supported (Nickel-yttria-stabilized zirconia) fuel cell. A fuel source with a flow rate of 20 mL/min of hydrogen gas, 10 mL/min of nitrogen gas and 0.15 mL/min of L4 siloxane was used. Air was supplied to the cathode. The effects of siloxane deposition on cell voltage and power density degradation and resistance increase were studied by using techniques like the current-voltage method, electrochemical impedance spectroscopy, and gas chromatography. The results of the experiment after reduction show roughly constant degradation of 8.35 mV/hr, followed after approximately 8 hours by an increasing degradation until cell failure of 130.45 mV/hr. The initial degradation and stagnation match previous research in siloxane deposition on SOFCs, but the sharp decline to failure does not. A mechanism for solid oxide fuel cell failure is proposed based on the data.
ContributorsRiley, Derall M. (Author) / Milcarek, Ryan J (Thesis advisor) / Wang, Liping (Committee member) / Phelan, Patrick E (Committee member) / Arizona State University (Publisher)
Created2021
Description
The thermal conductivity of cadmium sulfide (CdS) colloidal nanocrystals (NCs) and magic-sized clusters (MSCs) have been investigated in this work. It is well documented in the literature that the thermal conductivity of colloidal nanocrystal assemblies decreases as diameter decreases. However, the extrapolation of this size dependence does not apply to magic-sized clusters. Magic-sized clusters have an anomalously high thermal conductivity relative to the extrapolated size-dependence trend line for the colloidal nanocrystals. This anomalously high thermal conductivity could probably result from the monodispersity of magic-sized clusters. To support this conjecture, a method of deliberately eliminating the monodispersity of MSCs by mixing them with colloidal nanocrystals was performed. Experiment results showed that mixtures of nanocrystals and MSCs have a lower thermal conductivity that falls approximately on the extrapolated trendline for colloidal nanocrystal thermal conductivity as a function of size.
ContributorsSun, Ming-Hsien (Author) / Wang, Robert (Thesis advisor) / Rykaczewski, Konrad (Committee member) / Wang, Liping (Committee member) / Arizona State University (Publisher)
Created2022
Description
Windows are one of the most significant locations of heat transfer through a building envelope. In warm climates, it is important that heat gain through windows is minimized. Heat transfer through a window glazing occurs by all major forms of heat transfer (convection, conduction, and radiation). Convection and conduction effects can be limited by manipulating the thermal properties of a window’s construction. However, radiation heat transfer into a building will always occur if a window glazing is visibly transparent. In an effort to reduce heat gain through the building envelope, a window glazing can be designed with spectrally selective properties. These spectrally selective glazings would possess high reflectivity in the near-infrared (NIR) regime (to prevent solar heat gain) and high emissivity in the atmospheric window, 8-13μm (to take advantage of the radiative sky cooling effect). The objective of this thesis is to provide a comprehensive study of the thermal performance of a visibly transparent, high-emissivity glass window. This research proposes a window constructed by coating soda lime glass in a dual layer consisting of Indium Tin Oxide (ITO) and Polyvinyl Fluoride (PVF) film. The optical properties of this experimental glazing were measured and demonstrated high reflectivity in the NIR regime and high emissivity in the atmospheric window. Outdoor field tests were performed to experimentally evaluate the glazing’s thermal performance. The thermal performance was assessed by utilizing an experimental setup intended to mimic a building with a skylight. The proposed glazing experimentally demonstrated reduced indoor air temperatures compared to bare glass, ITO coated glass, and PVF coated glass. A theoretical heat transfer model was developed to validate the experimental results. The results of the theoretical and experimental models showed good agreement. On average, the theoretical model demonstrated 0.44% percent error during the daytime and 0.52% percent error during the nighttime when compared to the experimentally measured temperature values.
ContributorsTrujillo, Antonio Jose (Author) / Phelan, Patrick (Thesis advisor) / Wang, Liping (Thesis advisor) / Rykaczewski, Konrad (Committee member) / Arizona State University (Publisher)
Created2022