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Model Membrane System to Determine Water Permeability of Linde Type A Zeolite

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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…

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
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Experiments in Science Education: How In-Classroom Demonstrations and Hands-On Activities Affect Student Interest in Science and Engineering

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…

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