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- Creators: School of Sustainability
- Member of: Theses and Dissertations
- Resource Type: Text
- Status: Published
As a first step in developing a fundamental understanding of the cavitation erosion process on polymer surfaces, simulations are performed of the collapse of individual bubbles against a compliant surface e.g. metallic substrates with polyurea coatings. The surface response of collapse-driven impact loads is represented by a idealized, time-dependent, Gaussian pressure distribution on the surface. A two-dimensional distribution of load radii and durations is considered corresponding to characteristic of cavitating flows accelerated erosion experiments. Finite element simulations are performed to fit a response curve that relates the loading parameters to the energy dissipated in the coating and integrated with collapse statistics to generate an expected heat input into the coating.
The impulsive pressure, which is generated due to bubble collapse, impacts the material and generates intense shock waves. The stress waves within the material reflects by interaction with the substrate. A transient region of high tensile stress is produced by the interaction of these waves. Simulations suggests that maximum hydrostatic tension which cause failure of polyurea layer is observed in thick coating. Also, the dissipated viscous energy and corresponding temperature rise in a polyurea is calculated, and it is concluded that temperature has influence on deformation.
producing nano-titanium dioxide (nano-TiO2) is studied and a case-study has been conducted on comparative Life Cycle Assessment (LCA) of the application of these nano-TiO2 particles in the sunscreen lotion as a UV-blocker with the conventional organic chemical sunscreen lotion using GaBi software. Nano-TiO2 particles were identified in the sunscreen lotion using Transmission Electron Microscope suggesting the use of these particles in the lotion.
The LCA modeling includes the comparison of the environmental impacts of producing nano-TiO2 particles with that of conventional organic chemical UV-blockers (octocrylene and avobenzone). It also compares the environmental life cycle impacts of the two sunscreen lotions studied. TRACI 2.1 was used for the assessment of the impacts which were then normalized and weighted for the ranking of the impact categories.
Results indicate that nano-TiO2 had higher impacts on the environment than the conventional organic chemical UV-blockers (octocrylene and avobenzone). For the two sunscreen lotions studied, nano-TiO2 sunscreen variant had lower environmental life cycle impacts than its counterpart because of the other chemicals used in the formulation. In the organic chemical sunscreen variant the major impacts came from production of glycerine, ethanol, and avobenzone but in the nano-TiO2 sunscreen variant the major impacts came from the production of nano-TiO2 particles.
Analysis further signifies the trade-offs between few environmental impact categories, for example, the human toxicity impacts were more in the nano-TiO2 sunscreen variant, but the other environmental impact categories viz. fossil fuel depletion, global warming potential, eutrophication were less compared to the organic chemical sunscreen variant.
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)