Den roterande bäddreaktornSpinChem® RBR S2 kan fyllas med solida partiklar och sänkas ned och roteras ien vätska. Detta gör att kemiska reaktioner mellan vätskan och partiklarna iRBR:en kan äga rum.Flödet från en RBR S2 i en 76 dm3 stor vattentank undersöktes med hjälp avsimuleringar i ANSYS Fluent 18.0. Den tid som krävdes för ett färgämne attsprida sig jämnt i vattentanken på grund av flödet från RBR:en mättes i ettexperiment och jämfördes med motsvarande simuleringar. Mixningstiderna frånexperimentet visade att det krävdes i genomsnitt 161 s för färgämnet att blijämnt fördelat, medan simuleringarna överskattade denna tid med ungefär 89 %.En simuleringsmodell för att avgöra hur mycket av en vätska som varit i kontaktmed partiklarna i RBR:en efter en given tid togs fram och testades.Simuleringarna visade att ungefär 8660 s krävdes för att 95 % av vätskan ivattentanken skulle ha varit i kontakt med partiklarna. Denna tid verifieradesdock inte med experiment. / The rotating bed reactorSpinChem® RBR S2 can be filled with solid particles and submerged into a liquidwhere it is rotated, which allows for chemical reactions to occur between theliquid and the particles.The flow in a 76 dm3 large tank of water due to the rotating RBR S2 wasinvestigated using simulations performed in ANSYS Fluent 18.0. The timerequired for a colouring agent to become uniformly mixed in the tank due to theflow from the device was measured in a practical experiment and was compared tosimulations. The mixing times obtained in the practical experiment were onaverage approximately 161 s, whereas the times obtained in the simulationoverpredicted this with approximately 89 %.A simulation model for determining how much of a liquid has been in contactwith the particles in the RBR after a given amount of time was suggested andtested. The simulation results showed that approximately 8660 s was requriedfor 95 % of the liquid to be in contact with the porous bed, although this timewas not verified experimentally.

I den reviderade variation av LGR 11 (Läroplan för grundskolan, förskoleklassen ochfritidshemmet 2011) från 2017 lyfts digitaliseringen fram. Skolan är under förändringoch digitala verktyg finns i klassrum. Eleverna förväntas använda dessa och utvecklaförmågor som lyfts fram i LGR 11 och utveckla kunskaper om hur de ska förhålla sigtill ett konstant informationsflöde. Samtidigt använder lärare redan idag många digitalaverktyg i sin undervisning. Med de förändringar som gjorts markerar myndigheter iSverige vikten av att eleverna lär sig navigera och hantera den digitala världen.Frågan som då måste ställas är hur det ser ut i klassrum i Sverige och hurdigitaliseringen har påverkat undervisningen i kemi. När datorn gjorde entréförändrades klassrummet men det tog tid. Idag finns det en mängd olika digitalaverktyg att använda. Genom att gå ut och intervjua lärare skapades en bild avsituationen i det digitala kemiklassrummet. De arbetade med digitala böcker,interaktiva övningar och formativ feedback via delade dokument. Digitaliseringen iskolan speglar den utveckling som samhället har tagit och det är viktigt att alla få följamed i den utvecklingen.Det har även bedrivits forskning inom digitaliseringen i skolan där begrepp som digitalläsning återfinns. Hur har undervisningen hanterats i förhållande till den forskningsom finns och hur lyfter digitaliseringen undervisningen? Genom att göra en jämförelsemellan forskning och praktik skapas en bild av hur det ser ut i skolor men också varmöjligheter för utveckling ligger.

There has long been evidence for increased lipids in the liver of chickens exposed to feed restriction, commonly used for production hens. Lipogenesis is an important part of the metabolism and storing of glucose, a source of energy. Few studies compare the difference of lipids in the liver in chickens between regular feed restriction and skip-a-day diets, despite differences in lipid content found in other organs and in overall carcass. In this study I experimentally investigate if a difference in lipid content can be found in broiler breeders exposed to two different feeding regimes, 65 % feed restriction and 5:2 skip-a-day, along with the difference between days and time points (a.m. and p.m.). I also experimentally investigate the effect on dry weights of the liver. I expected to see a difference in lipids of the liver, with an increase found in skip-a-day birds. However, a difference could only be observed in the dry weights of the livers in birds exposed to skip-a-day feeding. Although there was no significant change in lipids, there is a pattern for increase in lipids in skip-a-day birds. Therefore, the conclusion can be drawn that an increase in lipogenesis caused by skip-a-day diet exists but it was not big enough to cause a significant difference in lipid content. For the dry weights of the livers, we can suspect lipids and glycogen as the reason for the increased weight but to determine exactly how these two components affect the skip-a-day birds’ further inquiry is needed.

The purpose of this paper was to analyse how the ISLE method and the TV-show theMythbusters correspond to one another, to the Swedish upper secondary physics curriculum andPopper’s philosophy about research methods.The study aims to respond to the following research questions: 1. How do the structures of the Mythbusters and ISLE relate to one another? 2. What are the possibilities and potential benefits and drawbacks of implementingISLE with a Mythbusters approach in physics education? 3. To what extent do the Mythbusters and ISLE approaches present natural sciencepractices that are in line with Popper’s view of the nature of science? The paper shows that the structures of the Mythbusters and ISLE approaches to teaching andproblem solving relate via their focus upon scientific methods. Both give, to some degree, thepeople that interact with them confidence and tools to be able to analyse events they observe.The analysis found some isolated parts of correspondence between the Mythbusters andPopper’s view of nature and science. ISLE, however, is pervaded by Popper’s ideas of scientificmethods, where the main assumption is that you cannot prove anything, you may only try tofalsify it and thereby give the hypothesis a higher corroboration.Even though the creator of ISLE motivates the reasoning of choosing the falsification andcorroboration as main ingredients in a way that differs from Popper’s arguments, its essence ofthe concepts is still there.If an instructor were to include the Mythbusters, with for example using myths that the showtreated as an hypothesis, when implementing ISLE in a physics education course, the coursewould correspond quite well will Karl Popper’s idea of falsification and corroboration. It is alsogiven an implication that the students perform better when the TV-show is used as tool to learnabout scientific methods. The inclusion of Mythbusters as a resource for learning can serve as abridge between popular culture, everyday phenomena and school physics, which can potentiallyhave a positive impact on student motivation.

Traditional wastewater treatment is known not to be specifically designed to eliminate the new generation of chemical residues that ends up in the sewage system. Polluted wastewatereffluent therefore reaches the aquatic environment possibly causing adverse effects in aquatic wildlife. The effects of effluent water from five Swedish sewage treatment plants sampled on 6 occasions 2017, were studied in developing zebrafish (Danio rerio). The study included morphological, physiological and behavioural endpoints. Overall there were few effectswhere deviations from control animals could be seen in the exposed zebrafish. The overall outcome of this assessment was that the wastewater effluent had no consistent effects on the early development of zebrafish. The consequences of continuous low-level exposure duringthe whole life-cycle of wild fish are presently unknown and further studies are needed to evaluate potential risks.

This essay examines how Anderson’s Speak can be used in the Swedish Upper Secondary classroom to talk about the difficult topics ‘sexism’ and ‘sexual assault’. The paper discusses several examples of where the power structures between the genders affect the main character of Speak. The novel contains a connection to Hawthorne’s The Scarlet Letter, which is also discussed in this essay, focusing on the timelessness of the issues discussed. The conclusion is that the difficult topics in Speak are important to discuss in the classroom, because a functional way of battling sexism is through vocalizing the problem.

Per-and polyfluoroalkyl substances (PFAS) are anthropogenic compounds that have been spread all over the world. The use of fluorotelomer compounds, short-chained homologues, and other PFASs with perfluorinated moieties has emerged recent years. One of these emerging compound classes is polyfluoroalkyl phosphate esters (PAPs), which have the ability to degrade into persistent PFCAs. The aim of this thesis was to assess the contribution of PAPs and other precursors to the exposure of PFCAs to humans and the environment. The main objective was to analyze a wide range of PFAS in human serum, wild bird eggs, indoor dust, waste water, and sludge. There was a significant contribution from selected precursors to the total amount of PFASs in the abiotic compartments indoor dust, waste water, and sludge. Levels of PAPs found in house dust exceeded those of PFCAs and perfluorosulfonic acids (PFSAs), revealing PAPs as a world-wide important exposure source. A net increase was during waste water treatment was observed for several PFASs in Swedish waste water treatment plants. Together with presence of precursor compounds and intermediates in the influent water and the sludge, this suggest that degradation of PFCA precursors contributed to the increase of PFCAs. Detection of precursors in human serum, together with slow declining trends of PFCAs, revealed an ongoing exposure of PFCAs to the general population of Australia. The diPAPs and the FTSAs were also detected in raptor bird eggs from Sweden from both the terrestrial and the freshwater environment. The precursors concentrations and patterns observed reveal that current regulatory measures are insufficient for the purpose of protecting humans and the environment from PFASs exposure.

In this thesis, we have analysed the effects of EE2 on non-reproductive behaviours and fertility. We have showed that two doses of EE2 in male adult short-term exposures evokes opposite behaviours in the novel tank test. A lower dose induced increased bottom-dwelling, a sign of increased anxiety and a higher dose increased surface-dwelling, which would likely expose themselves to predation in a natural environment. Increased shoaling was observed in both exposures, possibly affecting feeding and reproduction opportunities. Fertility analysis of these fish demonstrated a complete inhibition of spawning in the highest dose group. To investigate mechanisms behind the spawning failure, we examined expression levels of genes involved in zebrafish sex differentiation and maintenance of gonadal function. We found downregulated transcription levels of male-predominant genes, suggesting a demasculinization of the testes contributing to functional sterility in these fish. We have demonstrated that non-reproductive behaviour in zebrafish is highly sensitive to EE2 exposure during development. After exposing male and female zebrafish to low doses of EE2 followed by remediation in clean water until adulthood, the fish displayed increased anxiety and shoaling behaviour, demonstrating persistent effects of EE2. Furthermore, behavioural effects were transferred to their progeny. Decreased fertilisation success of the developmentally exposed fish was observed in both sexes when mated to untreated animals of the opposite sex. These fertility effects persisted although the fish had a long remediation period, implying likely reduced fitness of fish populations in aquatic environments. Based on our findings on non-reproductive behaviours and fertility, we performed RNAsequencing analysis of the brain and testes in order to investigate possible biological mechanisms behind the persistent effects. There is a need for biomarkers allowing detection of both reversible and irreversible effects in animals exposed to estrogenic substances, hopefully contributing to better risk assessments for EDCs. Results from RNA-sequencing would serve as a basis for continued studies in pursuit of potential biomarkers.

Science fiction och populärmedia är en stor del av vardagen i dagens samhälle. Elever konsumerar den typen av media på egen tid och söker sig till den för underhållning utanför skolans väggar, möjligen utan att reflektera över vad det är som konsumeras. Den här studien fokuserar på science fiction och hur de välproducerade medierna tas emot och reflekteras kring av konsumenterna, som i det här fallet är elever. Finns det möjlighet för lärare inom fysik eller någon annan naturvetenskap att utnyttja det intresse och den pseudovetenskap, som dessa medier kan förmedla, i skolan? Elever har en bild av vad fysik är i skolans värld efter hur fysikundervisningen är upplagd och syftet för arbetet är att undersöka möjliga sätt som de olika världarna kan mötas. Det riktar sig mot att utvärdera en undersökning gjord i en elevgrupp bestående av 6 fysikstuderande elever på gymnasiet. Kärnan i undersökningen är att se vilka typer av diskussioner som uppstår efter visning av ett eller flera filmklipp från populära spelfilmer, innehållande fysiska moment. De fysiska momenten är sekvenser som kan förklaras med den fysik vi har idag eller så kan det vara orimliga sekvenser som inte går att förklara. Eftersom den här typen av media ofta bygger på att skapa känslor hos konsumenten så förekommer det att verklighetsförankringen ofta försvinner. Det teoretiska ramverk som undersökningen håller sig till utgår i konceptet ägandeskap av lärande och syftar till hur elever utvärderar sina egna idéer och tar ansvar för att följa upp tidigare funderingar eller frågor som de själva uttryckt. På så vis kan eleverna själva förhoppningsvis se värdet av kritiskt tänkande och även att eleverna kan minnas vad de lärt sig över en längre tid. / Science fiction or rather popular media is a major part of everyday life in today's society. Students consume this media in their spare time and watch it for entertainment, possibly without even reflecting over the consumed content. This paper will focus on science fiction and how the well-produced media is received and reflected upon by the consumers, in this case upper-secondary physics students. Is there an opportunity for physics teachers or other natural sciences teachers to make good use of the interest and the pseudo science, that these media can convey, at school? Pupils have an idea of what physics is in school considering how physics education is laid out and the purpose of this work is to explore possible ways that these different worlds can meet. The work is aimed at evaluating a one hour session done with a student group consisting of 6 physics students in high school. The essence of the survey is to see what types of discussions occur after viewing one or more movie clips containing different physical phenomena. The physical events are shown in movieclips and can be explained by the physics we have today or there may be unrealistic events that cannot be explained. This kind of popular media is often based on creating emotional connections with the consumer which can take away the connection to reality and the real world physics. The theoretical framework that the study was based on is the concept of ownership of learning, this aims to consider how students evaluate their own ideas and take responsibility for following up on previous ideas or questions that they themselves expressed. That way the students hopefully find value in critical thinking and the retention of knowledge might increase.

Mitt arbete gjordes för att ta reda på vilken typ av laboration som är vanligast i fysikundervisningen på gymnasiet, vilka mål lärare har med olika typer av laborationer, samt vilka av målen elever själva tycker att de har uppnått i samband med laboration. Uppdelning och indelandet av laborationerna är grundat på tillvägagångssättet i dess utförande. Denna undersökning behandlar framförallt deduktiv respektive induktiv laboration. Undersökningen genomfördes på en gymnasieskola och de berörda eleverna går på ett naturvetenskapligt program. De fick svara på två enkäter, en vid deduktiv laboration och en vid induktiv laboration, medan lärarna intervjuades. Resultatet visar att den vanligaste laborationen som används i fysikundervisningen är den deduktiva laborationen. Lärarna vill uppnå fyra huvudmål: länka teori till praktik, utveckla praktiska och experimentella färdigheter, förmedla vetenskapliga metoder, öka motivationen. Detta resultat stämmer väl överens med tidigare forskningrapporter och böcker från min litteraturgenomgång. Resultatet av enkäterna visar att eleverna själva tycker att de uppnår lärarens viktigaste mål med laborationerna, men deras egen bedömning stämmer inte överens med vad de verkligen kan. Detta bekräftar också tidigare forskningsresultat. Eleverna har svårt att uppnå laborationernas mål.