Encouraging High School Students To Learn About Bioremediation

Journal of Chemical Education, 2015

A small-scale wastewater cleaning plant is described that includes the key physical pretreatment steps followed by the chemical treatment of mud by flocculation. Water, clay particles, and riverside deposits mimicked odorless wastewater. After a demonstration of the optimization step, the flocculation process was carried out with iron(III) chloride and a cationic polyelectrolyte and lasted less than 10 s for 7 L of wastewater. This experiment is primarily targeted toward high school students to give a real world demonstration of solution and colloid chemistry, but is also useful for a more general audience. The demonstration has already been successfully presented to 700 visitors.

2004

At Iowa State University, we have developed a unique and valuable experience for our students by giving them an opportunity to work in multidisciplinary teams on cutting-edge problems involving biorenewables, while using novel problem-based learning approaches. The focus of four new 1-credit laboratory classes is to bring important emergent areas from the development of biorenewable sources of chemicals into new and existing courses in the Chemical Engineering curriculum. The laboratory components are being offered in parallel with four lecture courses. These new classes are open to undergraduates as well as graduate students. New engineers entering the work force need to combine knowledge of appropriate technologies with the ability to work in multidisciplinary teams, continue to learn as new possibilities evolve, realize the societal impacts of these technologies, and communicate their solutions and the benefits and risks that come with implementation. That collection of attributes suggests that problem-based learning is an excellent context in which to learn. The four laboratory modules we have developed address topics at the top of the priority research needs lists published recently by the National Research Council and industry roadmap groups studying the emergence of a chemical industry based on biorenewables. Under the direction of faculty members active in each area, the modules address bioinformatics for enzyme engineering, metabolic engineering for product yield, processing of plant materials for product recovery, and utilization of biobased polymers for tissue engineering. In these courses, students directed their own learning in multidisciplinary teams under the guidance of a faculty member trained in using problem-based learning. The common core training elements of the four laboratory classes included an orientation to research ethics, design of experiments, analysis of data, teamwork, communication, and self-assessment of learning. Novel problem-solving, teamwork, oral and written report rubrics were developed and used to assess and evaluate knowledge acquisition, problem-solving skill development, attitude toward lifelong learning, and improvements in metacognition. These rubrics have broad impact and are also currently being implemented in the graduate program to assess students' research performance. biochemical engineering course. Our central theme is to involve students in solving laboratorybased problems related to the conversion of chemicals into biorenewables. We used a problembased learning (PBL) approach, i.e., the students recognize the relevant knowledge they already possess, identify what must be learned, acquire that knowledge and work towards a solution. We created multidisciplinary student teams, assigned them an industrially relevant problem, and guided them through the steps of the problem-solving process.

2006 Annual Conference & Exposition Proceedings

Environmental biotechnology, the application of living organisms to environmental problems, is an increasingly important topic. One notable example is bioremediation, i.e., the use of microorganisms to clean up contaminated environments, including contaminated soils and sediments. Environmental biotechnology is at the interface of biology and engineering, which presents both significant opportunities and limitations. Effective application of environmental biotechnology requires professionals who have a background in both areas. The undergraduate engineering curriculum has traditionally not emphasized training in biological sciences, although many environmental engineering curricula have incorporated some engineering microbiology in concert with, or as a prerequisite for, wastewater treatment courses. In general, however, whereas environmental engineers have considerable engineering skills required for the design of processes per se, have only a rudimentary knowledge of general biology and microbiology in particular. Growth in biology-related courses in the engineering curriculum is becoming more widespread, as chemical engineering departments begin to emphasize life science related research, and as biomedical engineering departments grow and diversify. Thus, the development of an Environmental Biotechnology course satisfies an urgent need in terms of professional preparation, and is timely as biology becomes more integrated into the engineering curriculum. The proposed environmental biotechnology course will develop in environmental engineers an awareness of the most relevant, often diverse, aspects of the subject. The course will begin with general microbiology including structure, metabolism, growth kinetics, genetics, ecology, and diversity of microorganisms. This will prepare students for more in-depth treatment of such topics in other courses, and for important and emerging engineering applications of environmental biotechnology dicussed in the second half of the proposed course. These include state-of-the-art advances in wastewater treatment (including removal of carbon, nitrogen, and phosphorus; transformation of anthropogenic chemicals; and water re-use); bioremediation, including bioaugmentation and natural attenuation; production and mechanism of biofertilizers and biopesticides; fundamental and practical aspects of biosensor mechanism, design and implementation; development of microbial fuel cells; generation of valuable products from wastes; applications and ecology of biolfilms; quorum sensing (microbial cell-cell communication), and environmental genomic

This article includes a practical guide, which was used to teach the phenomenon of immobilization of enzymes and their subsequent use for discoloration of dyes to under-graduate students of Biotechnology at the Rovira i Virgili University (Tarragona, Spain). Alginate was selected as a support for the immobilization of laccase. Remazol Brilliant Blue R (RBBR) was used as a substrate for laccase because it is easy to see the color change from dark blue to light blue or no color depending on the discoloration ability of the enzyme. Colorimetric methods to determine the amount of encapsulated enzyme, the effect of the immobilization, and the rate of the discoloration were also pursued by the students.

2013 ASEE Annual Conference & Exposition Proceedings

2013 ASEE Annual Conference & Exposition Proceedings

Student learning is greatly enhanced when students are intrinsically motivated by the subject matter. For many students the topic of biofuels appeals to their intrinsic desire "to make a difference" with respect to the environment. At Kettering University an interdisciplinary group of engineers and scientists have found success in motivating students by introducing biofuel topics into the classroom and by offering undergraduate research and project experiences. Through these experiences students are learning both the fundamentals of their disciplines and developing an understanding of the opportunities and challenges associated with producing and utilizing biofuels. This paper provides a summary how biofuel learning activities have been integrated into the educational program.

Research in Science & Technological Education, 2012

Background: One of the unfortunate side effects of the industrial revolution has been the constant assault of the environment with various forms of pollution. Lately, this issue has taken a more critical dimension as prospects of global climate change and irreversible ecosystem damage are becoming a reality. Purpose: College graduates (especially chemists), should therefore not only be aware of these issues but also be taught how chemistry can help reduce environmental pollution. Furthermore, the role and importance of chemistry in sustainable development and solving environmental problems needs to be highlighted. Programme/intervention description: To this effect, we have designed a simple undergraduate experiment that is based on the green chemistry approach of using photolytic oxidation to degrade a model organic pollutant. This approach used UV light and hydrogen peroxide to produce reactive hydroxyl radicals, which subsequently break down and degrade Acridine Orange (model pollutant). The dye degradation was monitored spectrophotometrically and the apparent rate of decolouration was found to be first order. Possible radical initiated mechanisms that may be involved in this remediation experiment have been used to explain the observed dye decolouration. Sample: To test the usefulness of this newly developed experiment, we incorporated it as a module into a second year 'Professional skills' chemistry course with an enrollment of six female students. Anonymous survey of the students after the completion of the module was very positive and indicated that objectives of the experiment were satisfactorily achieved. Results: We believe this experiment not only raises students' awareness about green chemistry and environmental issues, but also teaches them valuable experimental skills such as experimental design, data manipulation and basic kinetics. Survey of students who were taught this unit in a second year course was very positive and supported the usefulness of this unit for chemistry students. Conclusions: In summary, we describe here an undergraduate chemistry experiments that was found to be very effective in teaching students about the hazards of environmental pollution and the role of green chemistry in solving 'real-life' problems, as well as chemical kinetics, data acquisition and manipulation.

Journal of Science Education and Practice

Learning that is carried out using the experimental practicum method gives students the ability to think critically, actively and collaboratively in solving a problem in science material, especially environmental pollution material. This study aims to provide an alternative way for educators to convey material related to environmental pollution, especially water and air pollution. The method used is the development of practicum learning methods on the material of water pollution and air pollution which is carried out in class 7th grade students at junior high school. The results of the water pollution practicum research stated that the average fish operculum movement experienced the highest decrease in Jar 3, from 95 to 69. The results of observations on the average movement of fish that experience slow changes and die the most are in Jar 2 with an average of 60% of fish moving slowly and 80% of fish dying in the second minute. The higher the dose of detergent, the less movement of ...

Indian journal of experimental biology, 2003

Industrial and environmental biotechnology are going to new paths, resulting in processes with "clean technologies", with the maximum production and the less residues. Technologies of remediation and bioremediation are continuously being improved using genetically modified microorganisms or those naturally occurring, to clean residues and contaminated areas from toxic organics. Bioremediation of soils, water and marine environments has many advantages but at the same time it is a challenge for the researchers and engineers. Consequently, it is extremely important to carry out feasibility study based on pilot-testing before starting a remediation project in order to determine the best conditions for the process. The article presents a brief review of bioremediation including the description of the different methods applied to soil and industrial wastes, and, finally, some experiences of solid-state fermentation in relation to bioremediation.

2015 ASEE Annual Conference and Exposition Proceedings, 2015

2019

Day by day level of pollution has been increasing due to industrialization. Bioremediation provides a good clean up strategy for some types of pollution. Microorganisms are well known for their ability to breakdown a huge range of organic compounds and absorb inorganic substances. currently microbes are used to clean up pollution treatment in process known as bioremediation. Bioremediation has been successfully used to clean up pollutants including crude oil, petrochemicals, pharmaceuticals, pesticides, sewage and chlorinated solvents used in cleaning supplies. They are hazardous because of potential toxicity, carcinogenicity and mutagenicity. The cost of bioremediation is less than other clean-up methods.

Environmental and Toxicology Management, 2021

The adulteration of the environment by hazardous waste, such as heavy metals, nuclear wastes, hydrocarbons, pesticides and greenhouse gases is the major serious problem which need to be reduced. Common remediation technique such as physical, chemical and biological process are being applied. Chemical process can transform and change organic contaminant of interest which is not sufficient to clean the environment, while physical technique requires additional equipment. Thus, bioremediation exist as green approach to eliminate the hazardous waste in the environment. In this review, bioremediation is comprehensively presented. Remediation process types, challenges, limitations, mechanisms, and future suggestion has been elaborated to develop bioremediation technology for future prospect.

Journal American Society of Mining and Reclamation, 1989

Bioremediation of organic wastes, pioneered by John Bogart, has been refined and modified extending the range of materials treated and decreasing the required treatment time. Materials degraded by biological methods include: oil and grease, petroleum hydrocarbons, creosote, pentachlorophenol, pesticides, PCB's, refinery wastes, and chlorinated solvents. These materials have been treated in waste sludges, contaminated soils, contaminated groundwater, process waters, and process sludges.

Journal of Applied Biology & Biotechnology , 2022

Special issue on "Bioremediation and Waste Management for Environmental Sustainability" is an effort to compile the latest information, innovations, and advancements in the field of enviornmental microbiology and biotechnology. Moreover, it will cover the different aspects of microbial i.e. archaeal, bacterial, fungal and algal remediation, microbes for waste management, advancement in technlogies for bioremediation and waste management. The potential topics include 1. Novel methods and mechanisms of bioremediation 2. Micro-remediation 3. Pesticide degradation 4. Bioremediation of heavy metals 5. Biomedical waste management 6. Wastewater treatment 7. E-waste and its management 8. Microbial enzymes 9. Extremophiles for waste management 10. The nano-technological advancements for bioremediation

A project-based program was implemented last fall to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Nine Clarkson students developed curricula for 7 th and 8 th grade science and technology classes. Clarkson students then worked with the middle school students throughout the year to reduce the solid waste generated from their school cafeteria through composting. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems.