Investigation into the impact of grain boundaries, film interface, and crystallographic orientation on the ionic conductivity of thin film gadolinium-doped ceria

The research reported in this dissertation investigates the impact of grain boundaries, film interface, and crystallographic orientation on the ionic conductivity of thin film Gd-doped CeO2 (GDC). Chapter 2 of this work addresses claims in the literature that submicron grain boundaries have the potential to dramatically increase the ionic conductivity of GDC films. Unambiguous testing of this claim requires directly comparing the ionic conductivity of single-crystal GDC films to films that are identical except for the presence of submicron grain boundaries. In this work techniques have been developed to grow GDC films by RF magnetron sputtering from a GDC target on single crystal r plane sapphire substrates. These techniques allow the growth of films that are single crystals or polycrystalline with 80 nm diameter grains. The ionic conductivities of these films have been measured and the data shows that the ionic conductivity of single crystal GDC is greater than that of the polycrystalline films by more than a factor of 4 over the 400-700°C temperature range. Chapter 3 of this work investigates the ionic conductivity of surface and interface regions of thin film Gd-doped CeO2. In this study, single crystal GDC films have been grown to thicknesses varying from 20 to 500 nm and their conductivities have been measured in the 500-700°C temperature range. Decreasing conductivity with decreasing film thickness was observed. Analysis of the conductivity data is consistent with the presence of an approximately 50 nm layer of less conductive material in every film. This study concludes that the surface and interface regions of thin film GDC are less conductive than the bulk single crystal regions, rather than being highly conductive paths. Chapter 4 of this work investigates the ionic conductivity of thin film Gd-doped CeO2 (GDC) as a function of crystallographic orientation. A theoretical expression has been developed for the ionic conductivity of the [100] and [110] directions in single crystal GDC. This relationship is compared to experimental data collected from a single crystal GDC film. The film was grown to a thickness of _300 nm and its conductivity measured along the [100] and [110] orientations in the 500-700°C temperature range. The experimental data shows no statistically significant difference in the conductivities of the [100] and [110] directions in single crystal GDC. This result agrees with the theoretical model which predicts no difference between the conductivities of the two directions.

Clean water in the classroom : understanding the importance of water quality

This study’s objective was to answer three research questions related to students’ knowledge and attitudes about water quality and availability issues. It is important to understand what knowledge students have about environmental problems such as these, because today’s students will become the problem solvers of the future. If environmental problems, such as those related to water quality, are ever going to be solved, students must be environmentally literate. Several methods of data collection were used. Surveys were given to both Bolivian and Jackson High School students in order to comparison their initial knowledge and attitudes about water quality issues. To study the effects of instruction, a unit of instruction about water quality issues was then taught to the Jackson High School students to see what impact it would have on their knowledge. In addition, the learning of two different groups of Jackson High School students was compared—one group of general education students and a second group of students that were learning in an inclusion classroom and included special education students and struggling learners form the general education population. Student and teacher journals, a unit test, and postsurvey responses were included in the data set. Results suggested that when comparing Bolivian students and Jackson High School students, Jackson High School students were more knowledgeable concerning clean water infrastructure and its importance, despite the fact that these issues were less relevant to their lives than for their Bolivian counterparts. Although overall, the data suggested that all the Jackson High students showed evidence that the instruction impacted their knowledge, the advanced Biology students appeared to show stronger gains than their peers in an inclusion classroom.

A REPORT ON THE MITEP PROGRAM AND ITS IMPACT ON MY TEACHING

This report has two major objectives. First, the results of an action research project conducted at my high school concerning the use of graphic organizers and their effects on students' written expression abilities. The findings from this action research project indicate that the use of graphic organizers can prove beneficial to students. The second major objective of this report is to provide a reflection and evaluation of my experiences as a participant in the Michigan Teacher Excellence Program (MiTEP). This program provided middle and high school science teachers with an opportunity to develop research based pedagogy techniques and develop the skill necessary to serve as leaders within the public school science community. The action research project described in the first chapter of this report was a collaborative project I participated in during my enrollment in ED 5705 at Michigan Technological University. I worked closely with two other teachers in my building - Brytt Ergang and James Wright. We met several times to develop a research question, and a procedure for testing our question. Each of us investigated how the use of graphic organizers by students in our classroom might impact their performance on writing assessments. We each collected data from several of our classes. In my case I collected data from 2 different classes over 2 different assignments. Our data was collected and the results analyzed separately from classroom to classroom. After the individual classroom data and corresponding analysis was compiled my fellow collaborators and I got together to discuss our findings. We worked together to write a conclusion based on our combined results in all of our classes.

MICHIGAN TEACHER EXCELLENCE PROGRAM: PERSONAL EXPERIENCES AND IMPACT

This report is a summary of the effects of the Michigan Teacher Excellence Program (MITEP) on me as a science educator. The first chapter is a report of an action research project jointly authored with two other science teachers participating in the MITEP program titled “Station Activities and Misconceptions in the Chemistry Classroom.” The second chapter is a reflective essay evaluating the impacts of the MITEP experience on my teaching skills and practice, knowledge of science education and science education research, and leadership skills. The most significant impacts were a dramatic increase in my earth science content knowledge, a deeper understanding of inquiry-based teaching methods, and an expanded professional network of science educators.