Development And Use Of A Model To Predict Properties Of Infiltrated Solid Oxide Fuel Cell Anodes

Solid oxide fuel cells (SOFCs) provide a potentially clean way of using energy sources. One important aspect of a functioning fuel cell is the anode and its characteristics (e.g. conductivity). Using infiltration of conductor particles has been shown to be a method for production at lower cost with comparable functionality. While these methods have been demonstrated experimentally, there is a vast range of variables to consider. Because of the long time for manufacture, a model is desired to aid in the development of the desired anode formulation. This thesis aims to (1) use an idealized system to determine the appropriate size and aspect ratio to determine the percolation threshold and effective conductivity as well as to (2) simulate the infiltrated fabrication method to determine the effective conductivity and percolation threshold as a function of ceramic and pore former particle size, particle fraction and the cell¿s final porosity. The idealized system found that the aspect ratio of the cell does not affect the cells functionality and that an aspect ratio of 1 is the most efficient computationally to use. Additionally, at cell sizes greater than 50x50, the conductivity asymptotes to a constant value. Through the infiltrated model simulations, it was found that by increasing the size of the ceramic (YSZ) and pore former particles, the percolation threshold can be decreased and the effective conductivity at low loadings can be increased. Furthermore, by decreasing the porosity of the cell, the percolation threshold and effective conductivity at low loadings can also be increased

International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach

Higher education has a responsibility to educate a democratic citizenry and recent research indicates civic engagement is on the decline in the United States. Through a mixed methodological approach, I demonstrate that the potential exists for well structured short-term international service-learning programming to develop college students’ civic identities. Quantitative analysis of questionnaire data, collected from American college students immediately prior to their participation in a short-term service-learning experience in Northern Ireland and again upon their return to the United States, revealed increases in civic accountability, political efficacy, justice oriented citizenship, and service-learning. Subsequent qualitative analysis of interview transcripts, student journals, and field notes suggested that facilitated critical reflection before, during, and after the experience promoted transformational learning. Emergent themes included: (a) responsibilities to others, (b) the value of international service-learning, (c) crosspollination of ideas, (d) stepping outside the daily routine to facilitate divergent thinking, and (e) the necessity of precursory thinking for sustaining transformations in thinking. The first theme, responsibilities to others, was further divided into subthemes of thinking beyond oneself, raising awareness of responsibility to others, and voting responsibly.