Engineering Papers⌕ Search

Engineering topics

Fowler, Whitney C.

Publications and source records attributed to Fowler, Whitney C..

Harnessing Peptide Binding to Capture and Reclaim Phosphate

With rising consumer demands, society is tapping into wastewater as an innovative source to recycle depleting resources. Novel reclamation technologies have been recently explored for this purpose, including several that optimize natural biological processes for targeted reclamation. However, this emerging field has a noticeable dearth of synthetic material technologies that are programmed to capture, release, and recycle specified targets; and of the novel materials that do exist, synthetic platforms incorporating biologically inspired mechanisms are rare. We present here a prototype of a materials platform utilizing peptide amphiphiles that has been molecularly engineered to sequester, release, and reclaim phosphate through a stimuli-responsive pH trigger, exploiting a protein-inspired binding mechanism that is incorporated directly into the self-assembled material network. This material is able to harvest and controllably release phosphate for multiple cycles of reuse, and it is selective over nitrate and nitrite. We have determined by simulations that the binding conformation of the peptide becomes constrained in the dense micelle corona at high pH such that phosphate is expelled when it otherwise would be preferentially bound. However, at neutral pH, this dense structure conversely employs multichain binding to further stabilize phosphate when it would otherwise be unbound, opening opportunities for higher-order conformational binding design to be engineered into this controllably packed corona. With this work, we are pioneering a new platform to be readily altered to capture other valuable targets, presenting a new class of capture and release materials for recycling resources on the nanoscale.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

Integrating Systems Thinking into Teaching Emerging Technologies.

Collaborations and partnerships across disciplines are becoming increasingly recognized as valuable endeavors toward solving emerging global challenges in our rapidly changing world. Thus, it is crucial to create STEM educational strategies that infuse diverse and interconnected perspectives among scientists, policymakers, and the general public. Systems thinking represents one such pedagogical approach, in which a holistic framework empowers both teachers and students to recognize how fundamental concepts taught in the classroom can be used as resourceful tools to better address complex, multicomponent modern challenges. For chemical educators, topics on technology (the "T" in STEM education) represent a particularly meaningful avenue to introduce and study the effectiveness of systems thinking, but there have been few examples reported to date. Here, we show that a molecular engineering course introduced at the University of Chicago 5 years ago ("Introduction to Emerging Technologies") provides a model course to this end, where explicitly designing in elements of systems thinking to the course could further strengthen students' understanding of the already well suited, holistic course topics. Integrating systems thinking would illuminate how tissue engineering, nanomedicine, batteries, quantum information, and meat alternatives are developed from multiple, interrelated fields as well as from basic science to a practical reality. For each technology, we outline the direct connections between the current course topics and future opportunities to incorporate systems thinking strategies, challenging students to identify the interdependence of components in a successful technology. Finally, to offer further insight for instructors interested in utilizing systems thinking, we broaden our discussion to reflect on the challenges of redesigning any STEM course to utilize systems thinking, and we present corresponding teaching strategies to overcome them.

Interdisciplinary/Multidisciplinary↗