Sources of high temperature degradation of cement-based materials : nanoindentation and microporoelastic analysis

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2005.Includes bibliographical references (p. 208-213).The effects of high temperature exposure on cement-based materials have been under investigation for quite some time, but a fundamental understanding of the sources of high temperature degradation has been limited by measurement capabilities. Using recent developments in nanotechnology and microporoelastic modeling, this study identifies sources of high temperature degradation at the nanoscale for the first time. For reference and comparison with existing literature, the traditional methods of thermo-gravimetry, uniaxial compression, and resonant frequency are used to measure mass loss, compressive strength and elastic modulus, respectively. However, microscopic measurement of the elastic modulus and hardness is the primary experimental focus of this study. Microindentation is used to measure the properties of homogenized cement paste, whereas nanoindentation is used to measure the properties of the various phases which make up cement paste. All experimental methods are performed on cement paste subjected to specified investigation temperatures ranging from 250C to 700C. Using experimental results in combination with data in the literature, microporoelastic modeling is used to identify the sources of high temperature elasticity degradation which are inherent to each cement paste phase. Only through this unique combination of experimental and theoretical investigations are two primary sources of high temperature elasticity degradation separately identified at the nanoscale: 1) dehydration (loss of bound water) within the elementary building block of C-S-H, and 2) a decrease in packing density of both the low-density and high-density C-S-H phases above 3000C. Based on these identified sources of high temperature elasticity degradation, a model which predicts the elasticity of cement paste as a function of temperature (up to 700C) is developed.by Matthew J. DeJong.S.M

Seismic assessment strategies for masonry structures

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Includes bibliographical references (p. 181-189).Masonry structures are vulnerable to earthquakes, but their seismic assessment remains a challenge. This dissertation develops and improves several strategies to better understand the behavior of masonry structures under seismic loading, and to determine their safety. The primary focus is on historic arched or vaulted structures, but more modern unreinforced masonry structures are also considered. Assessment strategies which employ simplified quasi-static loading to simulate seismic effects are initially addressed. New analysis methods which focus on stability or strength are presented, and the merits of these strategies are clarified. First, a new parametric graphical equilibrium method is developed which allows real-time analysis and illuminates the complex stability of vaulted masonry structures. Second, a finite element strategy for predicting brittle fracture of masonry structures is extended to incorporate non-proportional loading and shell elements. These extensions enable prediction of damage and collapse mechanisms in general, but are specifically used to predict the response of a full-scale masonry structure to quasi-static cyclic loading. Subsequently, assessment methods based on the dynamic response of masonry structures under earthquake loading are presented. First, rigid body dynamics and an experimental testing program are used to characterize the rocking response of the masonry arch for the first time.(cont.) An assessment criterion is developed which successfully predicts experimentally observed arch collapse under a variety of earthquake time histories. Second, the behavior of rocking structures is addressed in general, and clearly distinguished from typical dynamic oscillators. The rocking response is time dependent, evoking the development of a statistical method for predicting collapse. Finally, the ability of discrete element methods to predict the dynamics of masonry structures is evaluated through comparison with analytical and experimental results, and a rational method for assigning modeling parameters is proposed.by Matthew J. DeJong.Ph.D

A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics

In their 2012 report, the President's Council of Advisors on Science and Technology advocated “replacing standard science laboratory courses with discovery-based research courses”—a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates

A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.

In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates

A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.

In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates

A course-based research experience: how benefits change with increased investment in instructional time.

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit

\u3ci\u3eDrosophila\u3c/i\u3e Muller F Elements Maintain a Distinct Set of Genomic Properties Over 40 Million Years of Evolution

The Muller F element (4.2 Mb, ~80 protein-coding genes) is an unusual autosome of Drosophila melanogaster; it is mostly heterochromatic with a low recombination rate. To investigate how these properties impact the evolution of repeats and genes, we manually improved the sequence and annotated the genes on the D. erecta, D. mojavensis, and D. grimshawi F elements and euchromatic domains from the Muller D element. We find that F elements have greater transposon density (25–50%) than euchromatic reference regions (3–11%). Among the F elements, D. grimshawi has the lowest transposon density (particularly DINE-1: 2% vs. 11–27%). F element genes have larger coding spans, more coding exons, larger introns, and lower codon bias. Comparison of the Effective Number of Codons with the Codon Adaptation Index shows that, in contrast to the other species, codon bias in D. grimshawi F element genes can be attributed primarily to selection instead of mutational biases, suggesting that density and types of transposons affect the degree of local heterochromatin formation. F element genes have lower estimated DNA melting temperatures than D element genes, potentially facilitating transcription through heterochromatin. Most F element genes (~90%) have remained on that element, but the F element has smaller syntenic blocks than genome averages (3.4–3.6 vs. 8.4–8.8 genes per block), indicating greater rates of inversion despite lower rates of recombination. Overall, the F element has maintained characteristics that are distinct from other autosomes in the Drosophila lineage, illuminating the constraints imposed by a heterochromatic milieu