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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 44 of 44 (0.087 seconds)Spelling suggestions: "subject:"aboratory byexperiments"" "subject:"aboratory c.experiments""
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Výběr a tvorba výukových materiálů pro podpůrný výukový web www.studiumchemie.cz / Selection and development of educational materials for high school support webpage www.studiumchemie.czZaspalová, Jana January 2010 (has links)
This diploma thesis deals with selection, design and creation of new education materials for high school teacher supporting webpage www.studiumchemie.cz. The selection of the proper theme was done on the basis of research and evaluation of recent materials on the mentioned webpage and materials created at the Department of chemical education of Faculty of Science of Charles University in Prague. Preliminarily, the themes of synthetic macromolecular materials and new materials were selected. The convenience of the selected themes was confirmed by research and evaluation concerned to the preliminarily selected theme of recent high school textbooks and webpages. Consequently, educational materials in the form of PowerPoint presentations, websites, worksheets, tests, games and experiments focused on the themes of synthetic macromolecular substances and new materials were created. Materials were processed in accordance with the Framework Education Programme for Secondary General Education (Grammar Schools) as well as in accordance with the requirements of the Catalogue of graduation exam requirements from chemistry. The PowerPoint presentation and the webpage on synthetic macromolecular materials were roughly evaluated by group of teachers and the results of the evaluation are also part of the thesis....
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Geophysics for the Evaluation of Reactive SystemsBörner, Jana 23 August 2024 (has links)
The field of geosciences, including geophysics, plays a crucial role in addressing society's pressing concerns related to energy demand, climate change, resource preservation, and environmental protection. Reactive systems encountered in this context are characterized by intricate interactions among various phases, environmental conditions, physical and chemical processes. Achieving a comprehensive understanding of these processes and quantitatively evaluating reactive systems necessitates a holistic scientific approach. This approach encompasses efficient categorization of reactive systems, the development of appropriate experimental and computational tools, and the collection and dissemination of relevant data. In this context, this thesis contributes to geophysics and petrophysics with a focus on reactive systems.
It presents and interprets laboratory datasets that address various complex aspects of rock behavior, including the presence of graphite, resulting anisotropy, and the challenging petrophysical characteristics of carbonate rocks. This compilation of research results provides a multifaceted perspective on the complex nature of rocks, including their mineralogical, physical, and chemical properties. It thus contributes to a deeper comprehension of electrical rock properties and their practical utility. Upon examining carbonate rocks and the response of graphitic schist to CO$_\mathrm{2}$ under reservoir conditions, it becomes clear that the impact of increased reactivity in a system on geophysical parameters varies depending on the specific characteristics of the rocks and systems under investigation. Consequently, geophysical methods aiming at a quantitative assessment of reactive systems must exhibit robustness and efficiency in order to be effectively applied in a site- and system-specific manner.
Expanding on this foundation, computational methods have been developed to aid in the quantitative analysis of reactive processes in laboratory experiments. These methods also serve as tools for gaining insights into the origin of rock properties and the impact of microstructure variation. Furthermore, inversion techniques are introduced in conjunction with custom-designed experiments within the field of petrophysics. The resultant software tool is made publicly accessible. The research further delves into the exploration of how physical properties of rocks are influenced by their microstructure, as well as how the stochastic nature of pore space geometry can introduce variability and uncertainty in rock physics data. This investigation was carried out through microstructure modeling and finite element simulations.
Leveraging these tailored computational techniques allowed for a comprehensive understanding of laboratory data, facilitating robust generalizations and contextualization for field applications and site-specific integrated interpretation. To illustrate the application in a complex natural reactive system, a field study focusing on coastal fumarolic vents in volcanic terrain was carried out and is presented. The challenges, prospects and visualization strategies for integrating simulation or inversion results from different methods are examined. Effective evaluation of complex sites requires open access to existing knowledge, including laboratory datasets. Consequently, this work documents and provides openly accessible examples of complex multi-method laboratory datasets to facilitate better understanding, re-evaluation and application in the field.
Finally, the handling of multi-reactive systems in field applications is discussed. It involves the integration of three-dimensional subsurface models with petrophysical insights related to multi-reactive systems. These models are calibrated using additional complementary data from surface or borehole sources. This integrated approach enables a quantitative assessment of site-specific multi-reactive systems.
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Thermal energy management and chemical reaction investigation of micro-proton exchange membrane fuel cell and fuel cell system using finite element modellingMcGee, Seán January 2015 (has links)
Fuel cell systems are becoming more commonplace as a power generation method and are being researched, developed, and explored for commercial use, including portable fuel cells that appear in laptops, phones, and of course, chargers. This thesis examines a model constructed on inspiration from the myFC PowerTrekk, a portable fuel cell charger, using COMSOL Multiphysics, a finite element analysis software. As an educational tool and in the form of zero-dimensional, two-dimensional, and three-dimensional models, an investigation was completed into the geometric construction, air conditions and compositions, and product materials with a best case scenario completed that summarizes the results identified. On the basis of the results of this research, it can be concluded that polyoximetylen and high-density polyethylene were considered as possible materials for the majority of the product, though a more thorough investigation is needed. Air flow of above 10 m/s, air water vapour mass fraction below 50% and initial temperature between 308K and 298K was considered in this best scenario. Suggestions on future expansions to this project are also given in the conclusion.
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Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)Stefan M Irby (6326255) 15 May 2019 (has links)
<p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): <b>RQ1</b>) How can ALOs be rigorously identified for the BASIL CURE; <b>RQ2</b>) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; <b>RQ3</b>) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; <b>RQ4</b>) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.</p>
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