The Repairing of Misconceptions through the Use of Inquiry-Based Activities

Misconceptions exist in all fields of learning and develop through a person’s preconception of how the world works. Students with misconceptions in chemical engineering are not capable of correctly transferring knowledge to a new situation and will likely arrive at an incorrect solution. The purpose of this thesis was to repair misconceptions in thermodynamics by using inquiry-based activities. Inquiry-based learning is a method of teaching that involves hands-on learning and self-discovery. Previous work has shown inquiry-based methods result in better conceptual understanding by students relative to traditional lectures. The thermodynamics activities were designed to guide students towards the correct conceptual understanding through observing a preconception fail to hold up through an experiment or simulation. The developed activities focus on the following topics in thermodynamics: “internal energy versus enthalpy”, “equilibrium versus steady state”, and “entropy”. For each topic, two activities were designed to clarify the concept and assure it was properly grasped. Each activity was coupled with an instructions packet containing experimental procedure as well as pre- and post-analysis questions, which were used to analyze the effect of the activities on the students’ responses. Concept inventories were used to monitor students’ conceptual understanding at the beginning and end of the semester. The results did not show a statistically significant increase in the overall concept inventory scores for students who performed the activities compared to traditional learning. There was a statistically significant increase in concept area scores for “internal energy versus enthalpy” and “equilibrium versus steady state”. Although there was not a significant increase in concept inventory scores for “entropy”, written analyses showed most students’ misconceptions were repaired. Students transferred knowledge effectively and retained most of the information in the concept areas of “internal energy versus enthalpy” and “equilibrium versus steady state”.

Investigation of Aerosol Properties Using Environmental Atomic Force Microscopy

Atmospheric aerosols affect both global and regional climate by altering the radiative balance of the atmosphere and acting as cloud condensation nuclei. Despite an increased focus on the research of atmospheric aerosols due to concerns about global climate change, current methods to observe the morphology of aerosols and to measure their hygroscopic properties are limited in various ways by experimental procedure. The primary objectives of this thesis were to use atomic force microscopy to determine the morphology of atmospherically relevant aerosols and to investigate theutility of environmental atomic force microscopy for imaging aerosols as they respond to changes in relative humidity. Traditional aerosol generation and collection techniques were used in conjunction with atomic force microscopy to image commonorganic and inorganic aerosols. In addition, environmental AFM was used to image aerosols at a variety of relative humidity values. The results of this research demonstrated the utility of atomic force microscopy for measuring the morphology of aerosols. In addition, the utility of environmental AFM for measuring the hygroscopic properties of aerosols was demonstrated. Further research in this area will lead to an increased understanding of the role oforganic and inorganic aerosols in the atmosphere, allowing for the effects of anthropogenic aerosol emissions to be quantified and for more accurate climate models to be developed.