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Presenter: Jesus A. Hernandez Gregory-Portland HS Mentor: Dr. Bella Chu Dept. of Civil/Environmental Engineering.

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Presentation on theme: "Presenter: Jesus A. Hernandez Gregory-Portland HS Mentor: Dr. Bella Chu Dept. of Civil/Environmental Engineering."— Presentation transcript:

1 Presenter: Jesus A. Hernandez Gregory-Portland HS Mentor: Dr. Bella Chu Dept. of Civil/Environmental Engineering

2 Dr. Kung-Hui Chu Biodegradation and bioremediation of priority pollutants and emerging contaminants Molecular quantification of microbial risk in water Optimization of bioenergy production Application of bioretention for stormwater runoff management Advancing knowledge on microbial ecology of nitrogen and carbon cycles

3 Center for Phage Technology The CPT provided the lab for the summer project The Center for Phage Technology will position the Texas A&M University System as the world leader in the application of phage to combat bacterial infections in humans, animals and plants, to promote food safety, to protect against potential bacteriological weapons, and to prevent or mitigate the deleterious effects of bacterial contamination, degradation and corrosion in the petroleum industry.

4 Review of Summer Project Phages are viruses that infect bacterial cells Our work focused on phages that infect R. opacus and R. jostii Does high degree of phage gene homology exist?

5 The TEAM Worked along side Armando Vital, Brownsville, TX Worked under Dr. Kung-Hui Chu, Environmental Engineering/Civil Engineering Worked in Dr. Ry Young’s Lab, Center for Phage Technology (CPT) under direction of Dr. Jason Gill Worked with assistance from Myunghee Kim and Do Gyun Lee, both PhD. Students in Dr. Chu’s Lab

6 Research Work Collecting soil samples Learn aseptic techniques Preparing media (broth/food) Enriching samples for phage Growing liquid cultures of bacteria Plating out phage Collecting plaques of phage on petri dishes

7 Flow Chart of Lab Work

8 Results Results did not pan out the way we expected them. We were not able to isolate phage. Plating results were not optimal. Only one of our samples yielded plaques but they were very scattered and inconsistent. The results are consistent with the idea of contamination but NOT conclusive. We were NOT able to repeat the experiment.

9 Anticipated Results 2010 Results

10 Anticipated Results 2010 Results

11 Focus of Classroom Project ENERGY!!! For the purposes of physics Gives the opportunity to talk about physics, engineering, energy in general, and finding alternate sources of energy

12 Energy in General The unit in physics is energy Encompasses topics such as different forms of energy, potential/kinetic energy, conservation of energy, energy conversion and heat

13 Why this topic in physics? I want to focus on the conversion of energy and make students aware of engineering that goes on in this field especially this time in history. Perfect project for the last two or three weeks of the semester Leads into our next topic in physics: thermodynamics The kids will be exposed to electrical devices

14 Standards Project targets state standards (TEKS) for physics Targets TAKS/EOC objectives Targets college readiness standards

15 TEKS Physics TEKS 7B – methods of heat energy transfer. Physics TEKS 5D – conservation of energy &momentum. Physics TEKS 6E – design and analyze electrical circuits Physics TEKS 7A – laws of thermodynamics.

16 TAKS Project targets the following objectives: 1 The student will demonstrate an understanding of the nature of science. 4 The student will demonstrate an understanding of the structures and properties of matter. 5 The student will demonstrate an understanding of motion, forces, and energy.

17 STAAR/EOC & College Readiness Standards I. Nature of Science – Scientific ways of learning and thinking II. Foundation Skills – Scientific applications of mathematics III. Foundation Skills – Applications of Communication IV. Science, Technology and Society

18 STAAR/EOC & College Readiness Standards (cont.) V. Cross-Disciplinary Themes VIII. Physics C. Forces and Motion D. Mechanical Energy H. Thermodynamics I. Electromagnetism

19 How to get the kids engaged Use a hand boiler! Use probing questions about the process of how the item works YouTube - Hand Boilers - Hot or Not

20 Investigating Further Give kids examples of tools, machines and processes that convert energy e.g. water heater, car engine, solar panels Ask them to “explain” how these processes work and how they convert energy This questioning will gear their thinking towards energy conversion and how it impacts technology

21 Investigating Further On the day of the introduction, I will give the students a small slide show that focuses on what engineering is. Purpose of slide show: To show how the gaps between scientific disciplines are closing with the innovation of engineers.

22 Lecture and Practice Problems Give lecture over a few days (approximately 4 days) along with practice problems to familiarize them with the math involved and how to apply the math

23 The Main Activity Objective: Using a thermoelectric device, The students will measure the difference in temperature the sides of the module when a voltage is applied to the module.

24 Main Activity: Materials 1 Voltmeter Power Source 2 500mL Beakers Water Ice Hot Plate or Bunsen Burner 2 Digital Thermometers Connecting Wire 1 Peltier Module/Thermoelectric converter 2 Aluminum Plates 1 Binder Clip

25 Part A The Students will: Place the module between the 2 aluminum plates and secure it with a binder clip Hook the module to a power source with connecting wires. Adjust the voltage going to the converter (module) at the lowest setting (1.5 V)

26 Part A (cont.) Record the temperature each of the 2 sides of the module Adjust to several voltage settings: 3.0 V, 4.5 V, 9.0 V and 12.0 V Record the difference in temperatures that is generated by each setting respectively.

27 Part A When the kids are done with the lab activities for the day, they are to prepare a table from the information With the table, they are to produce a graph by hand or via computer software Analyze the data and draw a conclusion

28 Part B Challenge! Challenge the kids by asking if the process is reversible The students are to think of a way to make a temperature difference and record difference in voltages In addition to the question, ask the kids to develop and design an experiment Upon approval from the teacher, students are to perform their own experiments and write a formal report along with data and conclusions

29 Student Expectations This will allow students to think outside the box and tap into creativeness. They are being asked to design and create something that will encourage higher level thinking

30 Student Expectations I hope to see kids use the ice and hot plates to create the temperature difference in two beakers. If kids can come up with another design that they can test, then they should continue with their experiment.

31 Student Expectations Along with their reports, students will answer a few short answer questions that will guide their thinking towards applications of this topic. My hope is to come full circle with the topics we started so that it brings closure to the chapter

32 Student Expectations Finally! The Post-Test Performance should improve from their pre-test in the second week of school. At the end of the academic year they will have the post-post-test.

33 Sample Questions What is the law of conservation of energy? A. Energy cannot be created or destroyed B. An object in motion stays in motion C. What goes up must come down D. The difference in temperature What does the Peltier Module do? A. Acts as a heat sink B. Generates energy C. Converts thermal energy to electrical energy D. Runs on fuel

34 Other Topics to Cover Sedimentation Physics Density/Buoyancy of Sedimentation Renewable Energy sources and microbial sources of energy

35 Acknowledgements TAMU E3 Program National Science Foundation (NSF) Nuclear Power Institute (NPI) Texas Workforce Comission Dr. Kung-Hui Chu and her lab Dr. Ry Young and the Center for Phage Technology College Station Water Treatment Plant

36 Special Thanx to… Dr. Jason Gill (CPT, Young Lab) Diego Escobar (St. Mary’s University Intern, Young Lab) Do Gyun Lee (Chu Lab) Myunghee Kim (Chu Lab) Armando Vital (Partner) Doug at the College Station Water Treatment Plant

37 Special Thanx to… Dr. Cheryl Page Dr. Robin Autenrieth Dr. Arun Srinivasa Ashwin Rao Matthew Pariyothorn Roberto Dimaliwat Stephen Hudson

38 Image/Info References Texas Education Agency CSCOPE Steve Spangler Science CPT – TAMU Texas A&M University College of Engineering

39 Questions? Comments? Suggestions?

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