Environment

Subterms

    More stories

    • 50 Shares109 Views

      in Environment

      Governing for our descendants

      by

      Social scientists worry that too often we think only of ourselves. 

      “There’s been an increasing recognition that over the last few decades the economy and society have become incredibly focused on the individual, to the detriment of our social fabric,” says Lily L. Tsai, the Ford Professor of Political Science at MIT.

      Tsai, who is also the director and founder of the MIT Governance LAB (MIT GOV/LAB) and is the current chair of the MIT faculty, is interested in distributive justice — allocating resources fairly across different groups of people. Typically, that might mean splitting resources between different socioeconomic groups, or between different nations. 

      But in an essay in the journal Dædalus, Tsai discusses policies and institutions that consider the needs of people in the future when determining who deserves what resources. That is, they broaden our concept of a collective society to include people who haven’t been born yet and will bear the brunt of climate change in the future.

      Some groups of people do actually consider the needs of future people when making decisions. For example, Wales has a Future Generations Commissioner who monitors whether the government’s actions compromise the needs of future generations. Norway’s Petroleum Fund invests parts of its oil profits for future generations. And MIT’s endowment “is explicitly charged” with ensuring that future students are just as well-off as current students, Tsai says.

      But in other ways, societies place a lower value on the needs of their descendants. For example, to determine the total return on an investment, governments use something called a discount rate that places more value in the present return on the investment than the future return on the investment. And humans are currently using up the planet’s resources at an unsustainable rate, which in turn is raising global temperatures and making earth less habitable for our children and our children’s children.

      The purpose of Tsai’s essay is not to suggest how, say, governments might set discount rates that more fairly consider future people. “I’m interested in the things that make people care about setting the discount rate lower and therefore valuing the future more,” she says. “What are the moral commitments and the kinds of cultural practices or social institutions that make people care more?”

      Tsai thinks the volatility of the modern world and anxiety about the future — say, the future habitability of the planet — make it harder for people to consider the needs of their descendants. In Tsai’s 2021 book “When People Want Punishment,” she argues that this volatility and anxiety make people seek out more stability and order. “The more uncertain the future is, the less you can be sure that saving for the future is going to be valuable to anybody,” she says. So, part of the solution could be making people feel less unsettled and more stable, which Tsai says can be done with institutions we already have, like social welfare systems.

      She also thinks the rate at which things change in the modern world has hurt our ability to consider the long view. “We no longer think in terms of decades and centuries the way in which we used to,” she says.

      MIT GOV/LAB is working with partners to figure out how to experiment in a lab setting with developing democratic practices or institutions that might better distribute resources between current people and future people. That would allow researchers to assess if structuring interactions or decision-making in a particular way encourages people to save more for future people. 

      Tsai thinks getting people to care about their descendants is a problem researchers can work on, and that humans have a natural inclination to consider the future. People have a desire to be entrusted with things of importance, to leave a legacy, and for conservation. “I think many humans actually naturally conserve things that are valuable and scarce, and there’s a strange way in which society has eroded that human instinct in favor of a culture of consumption,” she says. We need to “re-imagine the kinds of practices that encourage conservation rather than consumption,” she adds. More

    • 75 Shares159 Views

      in Environment

      Envisioning education in a climate-changed world

      by

      What must colleges and universities do differently to help students develop the skills, capacities, and perspectives they’ll need to live, lead, and thrive in a world being remade by the accelerating climate crisis?

      That question was at the heart of a recent convening on MIT’s campus that brought together faculty and staff from more than 30 institutions of higher education. Over two days, attendees delved into the need for higher education to align structurally and philosophically with the changing demands of the coming decades.

      “We all know that there is more to do to educate and to empower today’s students, the young people who rightly feel the threat of climate change most acutely,” said MIT Chancellor Melissa Nobles. “They are our future leaders, the generation that will inherit the full weight of the problem and the responsibility for trying to solve it.”

      The MIT Symposium for Advancing Climate Education, held on April 6 and 7, was hosted by MIT’s Climate Education Working Group, one of three working groups established under the Institute’s ambitious Fast Forward climate action plan. The Climate Education Working Group is tasked with finding ways to strengthen climate- and sustainability-related education at the Institute, from curricular offerings to experiential learning opportunities and beyond.

      “We began working as a group about a year ago, and we quickly realized it would be important to expand the conversation across MIT and to colleagues at other institutions who … are thinking broadly,” says Professor David McGee, co-chair of the Climate Education Working Group.

      Co-chair Professor David Hsu encouraged attendees to build lasting relationships, adding, “There is a true wealth of knowledge spread throughout the room. Every university has pieces of the puzzle, but I don’t think we can point to a single one that right now exemplifies all of what we want to achieve.”

      The symposium featured keynotes by Nobles; Kim Cobb, director of the Institute at Brown for Environment and Society; and Reverend Mariama White-Hammond, founder of the New Roots AME Church in Dorchester, who is also chief of environment, energy, and open space for the City of Boston.

      On the first morning of the event, participants engaged in roundtable discussions, exchanging ideas, successes, and pain points. They also identified and read out close to a dozen unsolved challenges, among them: “How do we meet the fear and anger that students are feeling, and the desire to ‘do’ that students are expressing?” “How do we support people who challenge the status quo?” “As we create these new educational experiences, how do we ensure that a diversity of students can participate in them?” “How do we align tenure and power structures to center communities in the development of this work?” and “How radical a change is MIT willing to make?”

      Kate Trimble, senior associate dean and director of the Office of Experiential Learning, remarked on the thorniness of those questions in closing, wryly adding, “We’ll answer every last one of them before we leave here tomorrow.”

      But in sharing best practices and lessons learned, the tone was overwhelmingly hopeful. Trimble, for example, led a series of discussions highlighting 10 climate education programs already developed at MIT, the University of California at Davis, the University of Michigan, Swarthmore College, Worcester Polytechnic Institute, and McGill University, among others. Each offered new models by which to weave climate justice, community partnerships, and cross-disciplinary teaching into classroom-based and experiential learning.

      Maria Zuber, MIT’s vice president for research, opened the symposium on the second day. Invoking the words of U.N. Secretary-General António Guterres upon publication of the IPCC’s sixth synthesis report last month, she said, “the global response needs to be ‘everything, everywhere, all at once.’”

      She pointed to a number of MIT research initiatives that are structured to address complex problems, among them the Climate Grand Challenges projects — the proposals for which came from researchers across 90 percent of MIT departments — as well as the MIT Climate and Sustainability Consortium and the MIT Energy Initiative’s Future Energy Systems Center.

      “These initiatives recognize that no sector, let alone any single institution, can be effective on its own — and so they seek to engage from the outset with other research institutions and with government, industry, and civil society,” Zuber said.

      Cobb, of Brown University, also spoke about the value of sustained action partnerships built on transdisciplinary research and collaborations with community leaders. She highlighted Brown’s participation in the Breathe Providence project and Georgia Tech’s involvement in the Smart Sea Level Sensors project in Savannah.

      Several speakers noted the importance of hands-on learning opportunities for students as a training ground for tackling complex challenges at scale. Students should learn how to build a respectfully collaborative team and how to connect with communities to understand the true nature and constraints of the problem, they said.

      Engineering professor Anne White, who is co-chair of the MIT Climate Nucleus, the faculty committee charged with implementing the Fast Forward plan, and MIT’s associate provost and associate vice president for research administration, moderated a career panel spanning nonprofit and corporate roles.

      The panelists’ experiences emphasized that in a world where no sector will be untouched by the impacts of climate change, every graduate in every field must be informed and ready to engage.

      “Education is training; it’s skills. We want the students to be smart. But what I’m hearing is that it’s not just that,” White reflected. “It’s these other qualities, right? It’s can they be brave … and can they be kind?”

      “Every job is a climate job in this era,” declared MIT graduate student Dyanna Jaye, co-founder of the Sunrise Movement.

      John Fernández, director of the Environmental Solutions Initiative at MIT, moderated a panel on structural change in higher education, speaking with Jim Stock, vice provost for climate and sustainability at Harvard University; Toddi Steelman, dean of the Nicholas School of the Environment at Duke University; and Stephen Porder, assistant provost for sustainability at Brown.

      Steelman (who is also a qualified wildland firefighter — a useful skill for a dean, she noted) described a popular course at Duke called “Let’s Talk About Climate Change” that is jointly taught by a biogeochemist and a theologian. The course enrolled around 150 students in the fall who met for contemplative breakout discussions. “Unless we talk about our hearts and our minds,” she said, “we’re not going to make progress.”

      White-Hammond highlighted one trait she believes today’s students already have in abundance.

      “They’re willing to say that the status quo is unacceptable, and that is an important part of being courageous in the face of this climate crisis,” she said. She urged institutions to take that cue.

      “If we have to remake the world, rebuild it on something radically different. Why would we bake in racial injustice again? Why would we say, let’s have an equally unequal economic system that just doesn’t burn as many fossil fuels? I think we have an opportunity to go big.”

      “That,” she added, “is the work I believe higher education should be taking on, and not from an ivory tower, but rooted in real communities.”

      The MIT Symposium for Advancing Climate Education was part of Earth Month at MIT, a series of climate and sustainability events on campus in April. More

    • 75 Shares149 Views

      in Environment

      Exploring the bow shock and beyond

      by

      For most people, the night sky conjures a sense of stillness, an occasional shooting star the only visible movement. A conversation with Rishabh Datta, however, unveils the supersonic drama crashing above planet Earth. The PhD candidate has focused his recent study on the plasma speeding through space, flung from sources like the sun’s corona and headed toward Earth, halted abruptly by colliding with the planet’s magnetosphere. The resulting shock wave is similar to the “bow shock” that forms around the nose cone of a supersonic jet, which manifests as the familiar sonic boom.

      The bow shock phenomenon has been well studied. “It’s probably one of the things that’s keeping life alive,” says Datta, “protecting us from the solar wind.” While he feels the magnetosphere provides “a very interesting space laboratory,” Datta’s main focus is, “Can we create this high-energy plasma that is moving supersonically in a laboratory, and can we study it? And can we learn things that are hard to diagnose in an astrophysical plasma?”

      Datta’s research journey to the bow shock and beyond began when he joined a research program for high school students at the National University Singapore. Tasked with culturing bacteria and measuring the amount of methane they produced in a biogas tank, Datta found his first research experience “quite nasty.”

      “I was working with chicken manure, and every day I would come home smelling completely awful,” he says.

      As an undergraduate at Georgia Tech, Datta’s interests turned toward solar power, compelled by a new technology he felt could generate sustainable energy. By the time he joined MIT’s Department of Mechanical Engineering, though, his interests had morphed into researching the heat and mass transfer from airborne droplets. After a year of study, he felt the need to go in a yet another direction.

      The subject of astrophysical plasmas had recently piqued his interest, and he followed his curiosity to Department of Nuclear Science and Engineering Professor Nuno Loureiro’s introductory plasma class. There he encountered Professor Jack Hare, who was sitting in on the class and looking for students to work with him.

      “And that’s how I ended up doing plasma physics and studying bow shocks,” he says, “a long and circuitous route that started with culturing bacteria.”

      Gathering measurements from MAGPIE

      Datta is interested in what he can learn about plasma from gathering measurements of a laboratory-created bow shock, seeking to verify theoretical models. He uses data already collected from experiments on a pulsed-power generator known as MAGPIE (the Mega-Ampere Generator of Plasma Implosion Experiments), located at Imperial College, London. By observing how long it takes a plasma to reach an obstacle, in this case a probe that measures magnetic fields, Datta was able to determine its velocity.   

      With the velocity established, an interferometry system was able to provide images of the probe and the plasma around it, allowing Datta to characterize the structure of the bow shock.

      “The shape depends on how fast sound waves can travel in a plasma,” says Datta. “And this ‘sound speed’ depends on the temperature.”

      The interdependency of these characteristics means that by imaging a shock it’s possible to determine temperature, sound speed, and other measurements more easily and cheaply than with other methods.

      “And knowing more about your plasma allows you to make predictions about, for example, electrical resistivity, which can be important for understanding other physics that might interest you,” says Datta, “like magnetic reconnection.”

      This phenomenon, which controls the evolution of such violent events as solar flares, coronal mass ejections, magnetic storms that drive auroras, and even disruptions in fusion tokamaks, has become the focus of his recent research. It happens when opposing magnetic fields in a plasma break and then reconnect, generating vast quantities of heat and accelerating the plasma to high velocities.

      Onward to Z

      Datta travels to Sandia National Laboratories in Albuquerque, New Mexico, to work on the largest pulsed power facility in the world, informally known as “the Z machine,” to research how the properties of magnetic reconnection change when a plasma emits strong radiation and cools rapidly.

      In future years, Datta will only have to travel across Albany Street on the MIT campus to work on yet another machine, PUFFIN, currently being built at the Plasma Science and Fusion Center (PSFC). Like MAGPIE and Z, PUFFIN is a pulsed power facility, but with the ability to drive the current 10 times longer than other machines, opening up new opportunities in high-energy-density laboratory astrophysics.

      Hare, who leads the PUFFIN team, is pleased with Datta’s increasing experience.

      “Working with Rishabh is a real pleasure,” he says, “He has quickly learned the ins and outs of experimental plasma physics, often analyzing data from machines he hasn’t even yet had the chance to see! While we build PUFFIN it’s really useful for us to carry out experiments at other pulsed-power facilities worldwide, and Rishabh has already written papers on results from MAGPIE, COBRA at Cornell in Ithaca, New York, and the Z Machine.”

      Pursuing climate action at MIT

      Hand-in-hand with Datta’s quest to understand plasma is his pursuit of sustainability, including carbon-free energy solutions. A member of the Graduate Student Council’s Sustainability Committee since he arrived in 2019, he was heartened when MIT, revising their climate action plan, provided him and other students the chance to be involved in decision-making. He led focus groups to provide graduate student input on the plan, raising issues surrounding campus decarbonization, the need to expand hiring of early-career researchers working on climate and sustainability, and waste reduction and management for MIT laboratories.

      When not focused on bringing astrophysics to the laboratory, Datta sometimes experiments in a lab closer to home — the kitchen — where he often challenges himself to duplicate a recipe he has recently tried at a favorite restaurant. His stated ambition could apply to his sustainability work as well as to his pursuit of understanding plasma.

      “The goal is to try and make it better,” he says. “I try my best to get there.”

      Datta’s work has been funded, in part, by the National Science Foundation, National Nuclear Security Administration, and the Department of Energy. More

    • 125 Shares189 Views

      in Environment

      Volunteer committee helps the MIT community live and work sustainably

      by

      April 22 marks the arrival of Earth Day, which provides all of us with a good reason to think of ways to live more sustainably. For more than 20 years, the MIT Working Green Committee has helped community members do just that by encouraging the reuse and recycling of possessions.

      Made up entirely of volunteers, the committee has played an important role in promoting more sustainable operations at MIT and raising awareness of the importance of conservation.

      “We try to provide a place for people to learn how to live and work in a more environmentally friendly way,” says committee co-chair Rebecca Fowler, a senior administrative assistant in MIT’s Office of Sustainability.

      The committee hosts regular Choose to Reuse events to give MIT’s community members a chance to donate unwanted items — or find free things that just might become prized possessions. It also provides resources to help host more sustainable events, make more sustainable purchasing decisions, and learn more about recycling.

      “The recycling industry is very frustrating, so people are always asking what to do,” Fowler says. “They feel like they make the wrong decisions and just want to know how to do it. We get a lot of questions, and we’re always there to help find answers.”

      Committee members say they’ve realized devoting a little time each month to things like recycling education, and hosting events can make a big difference in reducing waste. In last month’s Choose to Reuse event, more than 100 people dropped off thousands of items including clothing, housewares, and office supplies. MIT’s always-active Reuse email lists, which the committee encourages community members to join, are another great way to pass gently used items to others who can give them new life.

      “The goal is to keep things out of landfills, and the Choose to Reuse event shows you immediate results,” says committee co-chair Gianna Hernandez-Figueroa, who is the assistant to the director at the MIT AgeLab. “It’s inspiring because people are excited to put things in the hands of someone who is going to repurpose it. It’s a circular event that’s really beautiful.”

      Choose to Reuse events are typically on the third Thursday of every other month, although the next one — the last for the spring semester — is on Monday, April 24.

      The committee is one of the only groups on campus run by support staff, whose responsibilities involve clerical duties, data processing, and library and accounting functions, among other things. It is a subcommittee of the Working Group for Support Staff.

      The committee began as the Working Group on Recycling in 2000 at a time when MIT’s recycling rate was around 11 percent. By 2006, MIT had reached a 40 percent recycling rate and received a Go Green Award from the City of Cambridge. That year the committee earned an MIT Excellence Awards for its work.

      Around 2011, the group started hosting Choose to Reuse events, which became an instant success.

      “I really believe in the gift economy, specifically in academic settings where you have a lot of international students,” Hernandez-Figueroa says. “Plus, Boston is an expensive city!”

      For a long time, the group was run by Ruth Davis, who served as MIT’s manager for recycling and materials management and retired last year. Since Davis left, others have stepped up.

      “A lot of the volunteers have been around since the first Choose to Reuse event 13 years ago,” Fowler says, adding that the committee is always looking for more volunteers. “They’re all very committed to the event and to the cause.”

      The organization is also a way for support staff to gain new skills. Fowler credits her experience working on the committee with improving her project management and website design abilities.

      “We really emphasize capacity building,” Fowler says. “If there’s a skill a volunteer would like to develop, we can explore ways to do that through the committee. That’s something I’d like to continue: finding people’s strengths and helping them build their careers.”

      Overall, Fowler says the committee aligns with MIT’s commitment to make an impact.

      The group’s long history “shows a commitment to environmentalism and sustainability and a yearning to do more beyond what is in your job responsibilities,” she says. “It really shows the commitment to volunteerism of MIT’s staff members.” More

    • 150 Shares179 Views

      in Environment

      3 Questions: New MIT major and its role in fighting climate change

      by

      Launched this month, MIT’s new Bachelor of Science in climate system science and engineering is jointly offered by the departments of Civil and Environmental Engineering (CEE) and Earth, Atmospheric and Planetary Sciences (EAPS). As part of MIT’s commitment to aid the global response to climate change, the new degree program is designed to train the next generation of leaders, providing a foundational understanding of both the Earth system and engineering principles — as well as an understanding of human and institutional behavior as it relates to the climate challenge. Jadbabaie and Van der Hilst discuss the new Course 1-12 multidisciplinary major and why it’s needed now at MIT. 

      Q: What was the idea behind launching this new major at MIT?

      Jadbabaie: Climate change is an incredibly important issue that we must address, and time is of the essence. MIT is in a unique position to play a leadership role in this effort. We not only have the ability to advance the science of climate change and deepen our understanding of the climate system, but also to develop innovative engineering solutions for sustainability that can help us meet the climate goals set forth in the Paris Agreement. It is important that our educational approach also incorporates other aspects of this cross-cutting issue, ranging from climate justice, policy, to economics, and MIT is the perfect place to make this happen. With Course 1’s focus on sustainability across scales, from the nano to the global scale, and with Course 12 studying Earth system science in general, it was a natural fit for CEE and EAPS to tackle this challenge together. It is my belief that we can leverage our collective expertise and resources to make meaningful progress. There has never been a more crucial time for us to advance students’ understanding of both climate science and engineering, as well as their understanding of the societal implications of climate risk.

      Van der Hilst: Climate change is a global issue, and the solutions we urgently need for building a net-zero future must consider how everything is connected. The Earth’s climate is a complex web of cause and effect between the oceans, atmosphere, ecosystems, and processes that shape the surface and environmental systems of the planet. To truly understand climate risks, we need to understand the fundamental science that governs these interconnected systems — and we need to consider the ways that human activity influences their behavior. The types of large-scale engineering projects that we need to secure a sustainable future must take into consideration the Earth system itself. A systems approach to modeling is crucial if we are to succeed at inventing, designing, and implementing solutions that can reduce greenhouse gas emissions, build climate resilience, and mitigate the inevitable climate-related natural disasters that we’ll face. That’s why our two departments are collaborating on a degree program that equips students with foundational climate science knowledge alongside fundamental engineering principles in order to catalyze the innovation we’ll need to meet the world’s 2050 goals.

      Q: How is MIT uniquely positioned to lead undergraduate education in climate system science and engineering? 

      Jadbabaie: It’s a great example of how MIT is taking a leadership role and multidisciplinary approach to tackling climate change by combining engineering and climate system science in one undergraduate major. The program leverages MIT’s academic strengths, focusing on teaching hard analytical and computational skills while also providing a curriculum that includes courses in a wide range of topics, from climate economics and policy to ethics, climate justice, and even climate literature, to help students develop an understanding of the political and social issues that are tied to climate change. Given the strong ties between courses 1 and 12, we want the students in the program to be full members of both departments, as well as both the School of Engineering and the School of Science. And, being MIT, there is no shortage of opportunities for undergraduate research and entrepreneurship — in fact, we specifically encourage students to participate in the active research of the departments. The knowledge and skills our students gain will enable them to serve the nation and the world in a meaningful way as they tackle complex global-scale environmental problems. The students at MIT are among the most passionate and driven people out there. I’m really excited to see what kind of innovations and solutions will come out of this program in the years to come. I think this undergraduate major is a fantastic step in the right direction.

      Q: What opportunities will the major provide to students for addressing climate change?

      Van der Hilst: Both industry and government are actively seeking new talent to respond to the challenges — and opportunities — posed by climate change and our need to build a sustainable future. What’s exciting is that many of the best jobs in this field call for leaders who can combine the analytical skill of a scientist with the problem-solving mindset of an engineer. That’s exactly what this new degree program at MIT aims to prepare students for — in an expanding set of careers in areas like renewable energy, civil infrastructure, risk analysis, corporate sustainability, environmental advocacy, and policymaking. But it’s not just about career opportunities. It’s also about making a real difference and safeguarding our future. It’s not too late to prevent much more damaging changes to Earth’s climate. Indeed, whether in government, industry, or academia, MIT students are future leaders — as such it is critically important that all MIT students understand the basics of climate system science and engineering along with math, physics, chemistry, and biology. The new Course 1-12 degree was designed to forge students who are passionate about protecting our planet into the next generation of leaders who can fast-track high-impact, science-based solutions to aid the global response, with an eye toward addressing some of the uneven social impacts inherent in the climate crisis. More

    • 213 Shares99 Views

      in Environment

      Podcast: Curiosity Unbounded, Episode 1 — How a free-range kid from Maine is helping green-up industrial practices

      by

      The Curiosity Unbounded podcast is a conversation between MIT President Sally Kornbluth and newly-tenured faculty members. President Kornbluth invites us to listen in as she dives into the research happening in MIT’s labs and in the field. Along the way, she and her guests discuss pressing issues, as well as what inspires the people running at the world’s toughest challenges at one of the most innovative institutions on the planet.

      In this episode, President Kornbluth sits down with Desirée Plata, a newly tenured associate professor of civil and environmental engineering. Her work focuses on making industrial processes more environmentally friendly, and removing methane — a key factor in global warming — from the air.

      FULL TRANSCRIPT:

      Sally Kornbluth: Hello, I’m Sally Kornbluth, president of MIT, and I’m thrilled to welcome you to this MIT community podcast, Curiosity Unbounded. In my first few months at MIT, I’ve been particularly inspired by talking with members of our faculty who recently earned tenure. Like their colleagues, they are pushing the boundaries of knowledge. Their passion and brilliance, their boundless curiosity, offer a wonderful glimpse of the future of MIT.

      Today, I’m talking with Desirée Plata, associate professor of civil and environmental engineering. Desirée’s work is focused on predicting the environmental impact of  industrial processes and translating that research to real-world technologies. She describes herself as an environmental chemist. Tell me a little more about that. What led you to this work either personally or professionally?

      Desirée Plata: I guess I always loved chemistry, but before that, I was just a kid growing up in the state of Maine. I like to describe myself as a free-range kid. I ran around and talked to the neighbors and popped into the local businesses. One thing I observed in my grandparents’ town was that there were a whole lot of sick people. Not everybody, but maybe every other house. I remember being about seven or eight years old and driving home with my mom to our apartment one day and saying, “It’s got to be something everybody shares. The water, maybe something in the food or the air.” That was really my first environmental hypothesis.

      Sally: You had curiosity unbounded even when you were a child. 

      Desirée: That’s right. I spent the next several decades trying to figure it out and ultimately discovered that there was something in the water where my grandmother lived. In that time, I had earned a chemistry degree and came to MIT to do my grad work at MIT in the Woods Hole Oceanographic in environmental chemistry and chemical oceanography.

      Sally: You saw a pattern, you thought about it, and it took some time to get the tools to actually address the questions, but eventually you were there. That is great. As I understand it, you have two distinct areas of interest. One is getting methane out of the atmosphere to mitigate climate warming, and the other is making industrial processes more environmentally sound. Do you see these two as naturally connected?

      Desirée: I’ll start by saying that when I was young and thinking about this chemical contamination that I hypothesized was there in my grandmother’s neighborhood, one of the things—when I finally found out there was a Superfund site there—one of the things I discovered was that it was owned by close family friends. They were our neighbors. The decisions that they made as part of their industrial practice were just part of standard operating procedure. That’s when it clicked for me that industry is just going along, hoping to innovate to make the world a better place. When these environmental impacts occur, it’s often because they didn’t have enough information or know the right questions to ask. I was in graduate school at the time and said, “I’m at one of the most innovative places on planet Earth. I want to go knock on the doors of other labs and say, ‘What are you making and how can I help you make it better?'”

      If we all flash back to around 2008 or so, hydraulic fracturing was really taking off in this country and there was a lot of hypotheses about the number of chemicals being used in that process. It turns out that there are many hundreds of chemicals being used in the hydraulic fracturing process. My group has done an immense amount of work to study every groundwater we could get our hands on across the Appalachian region of the eastern United States, which is where a lot of this development took place and is still taking place. One of the things we discovered was that some of the biggest environmental impacts are actually not from the injected chemicals but from the released methane that’s coming into the atmosphere. Methane is growing at an exorbitant rate and is responsible for about as much warming as CO2 over the next 10 years. I started realizing that we, as engineers and scientists, would need a way to get these emissions back. To take them back from the atmosphere, if you will. To abate methane at very dilute concentrations. That’s what led to my work in methane abatement and methane mitigation.

      Sally: Interesting. Am I wrong about when we think about the impact of agriculture on the environment, that methane is a big piece of that as well?

      Desirée: You are certainly not wrong there. If you look at anthropogenic emissions or human-derived emissions, more than half are associated with agricultural practices. The cultivation of meat and dairy in particular. Cows and sheep are what are known as enteric methane formers. Part of their digestion process actually leads to the formation of methane. It’s estimated that about 28% of the global methane cycle is associated with enteric methane formers in our agricultural practices as humans. There’s another 18% that’s associated with fossil energy extraction.

      Sally: That’s really interesting. Thinking about your work then, particularly in agriculture, part of the equation has got to be how people live, what they eat, and production of methane as part of the sustainability of agriculture. The other part then seems to be how you actually, if you will, mitigate what we’ve already bought in terms of methane in the environment.

      Desirée: Yes, this is a really important topic right now.

      Sally: Tell me a little bit about, maybe in semi-lay terms, about how you think about removal of methane from the environment.

      Desirée: Recently, over 120 countries signed something called the Global Methane Pledge, which is essentially a pledge to reduce 45% of methane emissions by 2030. If you can do that, you can save about 0.5 degree centigrade warming by 2100. That’s a full third of the 1.5 degrees that politicians speak about. We can argue about whether or not that’s really the full extent of the warming we’ll see, but the point is that methane impacts near-term warming in our lifetimes. It’s one of the unique greenhouse gases that can do that.

      It’s called a short-lived climate pollutant. What that means is that it lives in the atmosphere for about 12 years before it’s removed. That means if you take it out of the atmosphere, you’re going to have a rapid reduction in the total warming of planet Earth, the total radiative forcing. Your question more specifically was about, how do we grapple with this? We’ve already omitted so much methane. How do we think about, as technologists, getting it back? It’s a really hard problem, actually. In the air in the room in front of us that we’re breathing, only two of the million molecules in front of us are methane. 417 or so are CO2. If you think direct air capture of CO2 is hard, direct air capture of methane is that much harder.

      The other thing that makes methane a challenge to abate is that activating the bonds in methane to promote its destruction or its removal is really, really tricky. It’s one of the smallest carbon-based molecules. It doesn’t have what we call “Van der Waals interactions”—there are no handles to grab onto. It’s not polar. That first destruction and that first C-H bond is what we as chemists would call “spin forbidden”. It’s hard to do and it takes a lot of energy to do that. One of the things we’ve developed in my lab is a catalyst that’s based on earth-abundant materials. There are some other groups at MIT that also work on these same types of materials. It’s able to convert methane at very low levels, down to the levels that we’re breathing in this room right now.

      Sally: That’s fascinating. do you see that as being something that will move to practical application?

      Desirée: One of the things that we’re doing to try to translate this to meaningful applications for the world is to scale the technology. We’re fortunate to have funding from several different sources, some private philanthropy groups and the United States Department of Energy. They’re helping us over the next three years try to scale this in places where it might matter most. Perhaps counterintuitive places, coal mines. Coal mines emit a lot of methane and it happens to be enriched in such a way that it releases energy. It might release enough energy to actually pay for the technology itself. Another place we’re really focused on is dairy.

      Sally: Really interesting. You mentioned at the beginning that you were at MIT, you left, you came back. I’m just wondering — I’m new to MIT and, obviously, I’m just learning it — but how do you think about the MIT community or culture in a way that is particularly helpful in advancing your work?

      Desirée: For me, I was really excited to come back to MIT because it is such an innovative place. If you’re someone who says, “I want to change the way we invent materials and processes,” it’s one of the best places you could possibly be. Because you can walk down the hall and bump into people who are making new things, new molecules, new materials, and say, “How can we incorporate the environment into our decision-making process?”

      As engineering professors, we’re guilty of teaching our students to optimize for performance and cost. They go out into their jobs, and guess what? That’s what they optimize for. We want to transition, and we’re at a point in our understanding of the earth system, that we could actually start to incorporate environmental objectives into that design process.

      Engineering professors of tomorrow should, say, optimize for performance and cost and the environment. That’s really what made me very excited to come back to MIT. Not just the great research that’s going on in every nook and corner of the Institute, but also thinking about how we might influence engineering education so that this becomes part of the fabric of how humans invent new practices and processes.

      Sally: If you look back in your past, you talked about your childhood in Maine and observing these patterns. You talked about your training and how you came to MIT and have really been, I think, thriving here. Was there a path not taken, a road not taken if you hadn’t become an environmental chemist? Was there something else you really wanted to do?

      Desirée: That’s such a great question. I have a lot of loves. I love the ocean. I love writing. I love teaching and I’m doing that, so I’m lucky there. I also love the beer business. My family’s in the beer business in Maine. I thought, as a biochemist, I would always be able to fall back on that if I needed to. My family’s not in the beer business because we’re particularly good at making beer, but because they’re interested in making businesses and creating opportunities for people. That’s been an important part of our role in the state of Maine.

      MIT really supports that side of my mind, as well. I love the entrepreneurial ecosystem that exists here. I love that when you bump into people and you have a crazy idea, instead of giving you all the reasons it won’t work, an MIT person gives you all the reasons it won’t work and then they say, “This is how we’re going to make it happen.” That’s really fun and exciting. The entrepreneurship environment that exists here is really very supportive of the translation process that has to happen to get something from the lab to the global impact that we’re looking for. That supports my mission just so much. It’s been a joy.

      Sally: That’s excellent. You weren’t actually tempted to become a yeast cell biologist in the service of beer production?

      Desirée: No, no, but I joke, “They only call me when something goes really bad.”

      Sally: That’s really funny. You experienced MIT as a student, now you’re experiencing it as a faculty member. What do you wish there was one thing about each group that the other knew?

      Desirée: I wish that, speaking with my faculty hat on, that the students knew just how much we care about them. I know that some of them do and really appreciate that. When I send an email at 3:00 in the morning, I get emails back from my colleagues at 3:00 in the morning. We work around the clock and we don’t do that for ourselves. We do that to make great sustainable systems for them and to create opportunity for them to propel themselves forward. To me, that’s one of the common unifying features of an MIT faculty member. We care really deeply about the student experience.

      As a student, I think that we’re hungry to learn. We wanted to really see the ins and outs of operation, how to run a research lab. I think sometimes faculty try to spare their students from that and maybe it’s okay to let them know just what’s going on in all those meetings that we sit through.

      Sally: That’s interesting. I think there are definitely things you find out when you become a faculty member and you’re like, “Oh, so this is what they were thinking.” With regard to the passion of the faculty about teaching, it really is remarkable here. I really think some of the strongest researchers here are so invested in teaching and you see that throughout the community.

      Desirée: It’s a labor of love for sure.

      Sally: Exactly. You talked a little bit about the passion for teaching. Were there teachers along your way that you really think impacted you and changed the direction of what you’re doing?

      Desirée: Yes, absolutely. I could name all of them. I had a kindergarten teacher who would stay after school and wait for my mom to be done work. I was raised by a single mom and her siblings and that was amazing. I had a fourth-grade teacher who helped promote me through school and taught me to love the environment. If you ask fourth graders if they saw any trash on the way to school, they’ll all say, “No.” You take them outside and give them a trash bag to fill up and it’ll be full by the end of the hour. This is something I’ve done with students in Cambridge to this day and this was many years on now. She really got me aware and thinking about environmental problems and how we might change systems.

      Sally: I think it’s really great for faculty to think about their own experiences, but also to hear people who become faculty members reflect on the great impact their own teachers had. I think the things folks are doing here are going to reverberate in their student’s minds for many, many years. It also is interesting in terms of thinking about the pipeline and when you get students interested in science. You talk about your own early years of education that really ultimately had an impact.

      It’s funny, when I became president at MIT, I got a note from my second-grade teacher. I remembered her like it was yesterday. These are people that really had an impact. It’s great that we honor teaching here at MIT and we acknowledge that this is going to have a really big impact on our student’s lives.

      Desirée: Yes, absolutely. It’s a privilege to teach these top talents. At many schools around the country, it’s just young people that have so much potential. I feel like when we walk into that classroom, we’ve got to bring inspiration with us along with the tangible, practical skills. It’s been great to see what they become.

      Sally: Tell me a little bit about what you do outside of work. When you ask faculty hobbies, sometimes I go, “Hobbies?” There must be something you spend your time on. I’m just curious.

      Desirée: We’re worried we’re going to fail this part of the Q&A. Yes. I have four children.

      Sally: You don’t need any hobbies then.

      Desirée: I know. It’s been the good graces of the academic institution. Just for those people who are out there thinking about going into academia and say, “It’s too hard. I couldn’t possibly have the work and life that I seek if I go into academia,” I don’t think that’s true anymore. I know there are a lot of women who paved the way for me, and men for that matter. I remember my PhD advisors being fully present for their children. I’ve been very fortunate to be able to do the same thing. I spend lots of time taking care of them right now. But we love being out in nature hiking, skiing, and kayaking and enjoying what the Earth gives us.

      Sally: It’s also fun to see that “aha” moment in your children when they start to learn a little bit about science and they get the idea that you really can discover things by observing closely. I don’t know if they realize they benefit from having parents who think that way, but I think that also stays with them through their lives.

      Desirée: My son is just waiting for the phone call to be able to be part of MIT’s toy design class.

      Sally: That’s fantastic.

      Desirée: As an official evaluator. Yes.

      Sally: In the last five years or so, we’ve been through the pandemic. In practical terms, how you think about your work and your life, what do you do that has improved your life? I always hate the words of “work-life balance” because they’re so intermeshed, but just for the broader community, how have you thought about that?

      Desirée: I’ve been thinking about my Zoom world and how I am still able to do quite a bit of talking to my colleagues and advancing the research mission and talking to my students that I wouldn’t have been able to do. Even pre-pandemic, it would’ve been pretty hard. We’re all really trained to interact more efficiently through these media and mechanisms. I know how to give a good talk on Zoom, for better or worse. I think that that’s been something that has been great.

      In the context of environment, I think a lot of us—this might be cliched at this point—but realize that there are things that we don’t need to get up on a plane for and perhaps we can work on the computer and interact in that way. I think that’s awesome. There’s not much that can replace real, in-person human interaction, but if it means that you can juggle a few more balls in the air and have your family feel valued and yourself feel valued while you’re also valuing your work that thing that is igniting for you, I think that’s a great outcome.

      Sally: I think that’s right. Unfortunately, though, your kids may never know the meaning of a snow day.

      Desirée: You got it.

      Sally: They may be on a remote school whenever we would’ve been home building snow forts.

      Desirée: As a Mainer, I appreciate this fully, and almost had to write a note this year. Just let them go outside.

      Sally: Exactly, exactly. As we’re wrapping up, just thinking about the future of climate work and coming back to the science, I think you’ve thought a lot about what you’re doing and impact on the climate. I’m just wondering, as you look around MIT, where you think we might have some of the greatest impact? How do you think about what some of your colleagues are doing? Because I’m starting to think a lot about what MIT’s real footprint in this area is going to be.

      Desirée: The first thing I want to say is that I think for a long time, the world’s been looking for a silver bullet climate solution. That is not how we got into this problem and it’s not how we’re going to get out of it.

      Sally: Exactly.

      Desirée: We need a thousand BBs. Fortunately, at MIT, there are many thousands of minds that all have something to contribute. I like to impose, especially on the undergraduates and the graduate researchers, our student population out there, think, “How can I bring my talents to bear on this really most pressing and important problem that’s facing our world right now?” I would say just whatever your skill is and whatever your passion is, try to find a way to marry those things together and find a way to have impact.

      The other thing I would say is that we think really differently about problems. That’s what might be needed. If you’re going to break systems, you need to come at it from a different perspective or a different angle. Encouraging people to think differently, as this community does so well, I think is going to be an enormous asset in bringing some solutions to the climate change challenge.

      Sally: Excellent. If you look back over your career, and even earlier than when you became a faculty member, what do you think the best advice is that you’ve ever been given?

      Desirée: There’s so much. I’ve been fortunate to have a lot of really great mentors. What is the best piece of advice? I think this notion of balancing work and not work. I’ve gotten two really key points of advice. One is about travel. I think that ties into this concept of COVID and whether now we can actually go remote for a lot of things. It was from an MIT professor. He said, “You know, the biggest thing you can do to protect your personal life and your life with your family is to say no and travel less. Travel eats up time on the front, in the back, and it’s your family that’s paying the price for that, so be really judicious about your choices.” That was excellent advice for me.

      Another female faculty member of mine said, “You have to prioritize your family like they are an appointment on your calendar and it’s okay when you do that.” I think those have been really helpful for me as I navigate and struggle with my own very mission-oriented self where I want to keep working and put my focus there, but know that it’s okay to maybe go for a walk and talk to real people.

      Sally: Go wild.

      Desirée: Yes, that’s right.

      Sally: This issue, actually, of saying no, not only to travel but thinking about where you really place your efforts and when there’s a finite amount of time. When I think about this—and advising junior faculty in terms of service—every faculty member is going to be asked way more things than they’re going to want to do. Yet, their service to the department, service to the Institute, is important, not only for their advancement but in how we create a community. I always advise people to say yes to the things they’re truly interested in and they’re passionate about, and there will be enough of those things.

      Desirée: I have a flowchart for when to say yes and when to say no. Having an interest is at the top of the list and then feeling like you’re going to have an impact. That’s something I think, when we do this service at MIT, we really are able to have an impact. It’s not just the oldest people in the room that get to drive the bus. They’re really listening and want to hear that perspective from everybody.

      Sally: That’s excellent. Thanks again, Desirée. I really enjoyed that conversation. To our audience, thanks again for listening to Curiosity Unbounded. I very much hope you’ll all join us again. I’m Sally Kornbluth. Stay curious. More

    • 63 Shares169 Views

      in Environment

      Recycling plastics from research labs

      by

      In 2019, MIT’s Environment, Health, and Safety (EHS) Office collaborated with several research labs in the Department of Biology to determine the feasibility of recycling clean lab plastics. Based on early successes with waste isolation and plastics collection, EHS collaborated with GreenLabs Recycling, a local startup, to remove and recycle lab plastics from campus. It was a huge success.

      Today, EHS spearheads the campus Lab Plastics Recycling Program, and its EHS technicians regularly gather clean lab plastics from 212 MIT labs, transferring them to GreenLabs for recycling. Since its pilot stage, the number of labs participating in the program has grown, increasing the total amount of plastic gathered and recycled. In 2020, EHS collected 170 pounds of plastic waste per week from participating labs. That increased to 250 pounds per week in 2021. In 2022, EHS collected a total of 19,000 pounds, or 280 pounds of plastic per week.

      Joanna Buchthal, a research assistant with the MIT Media Lab, indicates that, prior to joining the EHS Lab Plastics Recycling Program, “our laboratory was continuously troubled by the substantial volume of plastic waste we produced and disheartened by our inability to recycle it. We frequently addressed this issue during our group meetings and explored various ways to repurpose our waste, yet we never arrived at a viable solution.”

      The EHS program now provides a solution to labs facing similar challenges with plastics use. After pickup and removal, the plastics are shredded and sold as free stock for injection mold product manufacturing. Buchthal says, “My entire lab is delighted to recycle our used tip boxes and transform them into useful items for other labs!”

      Recently, GreenLabs presented EHS with a three-gallon bucket that local manufacturers produced from 100 percent recycled plastic gathered from MIT labs. No fillers or additives were used in its production.

      Keeping it clean

      The now-growing EHS service and operation started as a pilot. In June 2019, MIT restricted which lab-generated items could be placed in single-stream recycling. MIT’s waste vendors were no longer accepting possibly contaminated waste, such as gloves, pipette tip boxes, bottles, and other plastic waste typically generated in biological research labs. The waste vendors would audit MIT’s single-stream recycling and reject items if they observed any contamination.

      Facing these challenges, the EHS coordinator for biology, John Fucillo, and several EHS representatives from the department met with EHS staff to brainstorm potential recycling solutions. Ensuring the decontamination of the plastic and coordinating its removal in an efficient way were the primary challenges for the labs, says Fucillo, who shared his and lab members’ concerns about the amount of plastic being thrown away with Mitch Galanek, EHS associate director for the Radiation Protection Program. Galanek says, “I immediately recognized the frustration expressed by John and other lab contacts as an opportunity to collaborate.”

      In July 2019, Galanek and a team of EHS technicians began segregating and collecting clean plastic waste from several labs within the biology department. EHS provided the labs with collection containers, and its technicians managed the waste removal over a four-month period, which produced a snapshot of the volume and type of waste generated. An audit of the waste determined that approximately 80 percent of the clean plastic waste generated was empty pipette tip boxes and conical tube racks.

      Based on these data, EHS launched a lab plastics recycling pilot program in November 2019. Labs from the Department of Biology and the Koch Institute for Integrative Cancer Research were invited to participate by recycling their clean, uncontaminated pipette tip boxes and conical tube racks. In addition to providing these labs with collection boxes and plastic liners, EHS also developed an online waste collection request tool to submit plastic pickup requests. EHS also collected the waste containers once they were full.

      Assistant professor of biology Seychelle Vos joined the pilot program as soon as she started her lab in fall 2019. Vos shares that “we already use pipette tips boxes that produce minimal waste, and this program allows us to basically recycle any part of the box except for tips. Pipette boxes are a significant source of plastic waste. This program helps us to be more environmentally and climate friendly.” 

      Given the increased participation in the program, EHS technician Dave Pavone says that plastic pickup is now a “regular component of our work schedules.”

      Together, the EHS technicians, commonly known as “techs,” manage the pickup of nearly 300 plastic collection containers across campus. Normand Desrochers, one of the EHS techs, shares that each morning he plans his pickup route “to get the job done efficiently.” While weekly pickups are a growing part of their schedules, Desrochers notes that everyone has been “super appreciative in what we do for their labs. And what we do makes their job that much easier, being able to focus on their research.”

      Barbara Karampalas, a lab operations manager within the Department of Biological Engineering, is one of many to express appreciation for the program: “We have a fairly large lab with 35 researchers, so we generate a lot of plastic waste … [and] knowing how many tip boxes we were using concerned me. I really appreciate the effort EHS has made to implement this program to help us reduce our impact on the environment.” The program also “makes people in the lab more aware of the issue of plastic waste and MIT’s commitment to reduce its impact on the environment,” says Karampalas.

      Looking ahead

      MIT labs continue to enthusiastically embrace the EHS Lab Plastics Recycling Program: 112 faculty across 212 labs are currently participating in the program. While only empty pipette tip boxes and conical tube racks are currently collected, EHS is exploring which lab plastics could be manufactured into products for use in the labs and repeatedly recycled. Specifically, the EHS Office is considering whether recycled plastic could be used to produce secondary containers for collecting hazardous waste and benchtop transfer containers used for collecting medical waste. As Seychelle notes, “Most plastics cannot be recycled in the current schemes due to their use in laboratory science.”

      Says Fucillo, “Our hope is that this program can be expanded to include other products which could be recycled from the wet labs.” John MacFarlane, research engineer and EHS coordinator for civil and environmental engineering, echoes this sentiment: “With plastic recycling facing economic constraints, this effort by the Institute deserves to be promoted and, hopefully, expanded.”

      “Having more opportunities to recycle ’biologically clean’ plastics would help us have a smaller carbon footprint,” agrees Vos. “We love this program and hope it expands further!”

      MIT labs interested in participating in the EHS Lab Plastics Recycling Program can contact pipetip@mit.edu to learn more. More

    • 125 Shares199 Views

      in Environment

      Even as temperatures rise, this hydrogel material keeps absorbing moisture

      by

      The vast majority of absorbent materials will lose their ability to retain water as temperatures rise. This is why our skin starts to sweat and why plants dry out in the heat. Even materials that are designed to soak up moisture, such as the silica gel packs in consumer packaging, will lose their sponge-like properties as their environment heats up.

      But one material appears to uniquely resist heat’s drying effects. MIT engineers have now found that polyethylene glycol (PEG) — a hydrogel commonly used in cosmetic creams, industrial coatings, and pharmaceutical capsules — can absorb moisture from the atmosphere even as temperatures climb.

      The material doubles its water absorption as temperatures climb from 25 to 50 degrees Celsius (77 to 122 degrees Fahrenheit), the team reports.

      PEG’s resilience stems from a heat-triggering transformation. As its surroundings heat up, the hydrogel’s microstructure morphs from a crystal to a less organized “amorphous” phase, which enhances the material’s ability to capture water.

      Based on PEG’s unique properties, the team developed a model that can be used to engineer other heat-resistant, water-absorbing materials. The group envisions such materials could one day be made into devices that harvest moisture from the air for drinking water, particularly in arid desert regions. The materials could also be incorporated into heat pumps and air conditioners to more efficiently regulate temperature and humidity.

      “A huge amount of energy consumption in buildings is used for thermal regulation,” says Lenan Zhang, a research scientist in MIT’s Department of Mechanical Engineering. “This material could be a key component of passive climate-control systems.”

      Zhang and his colleagues detail their work in a study appearing today in Advanced Materials. MIT co-authors include Xinyue Liu, Bachir El Fil, Carlos Diaz-Marin, Yang Zhong, Xiangyu Li, and Evelyn Wang, along with Shaoting Lin of Michigan State University.

      Against intuition

      Evelyn Wang’s group in MIT’s Device Research Lab aims to address energy and water challenges through the design of new materials and devices that sustainably manage water and heat. The team discovered PEG’s unusual properties as they were assessing a slew of similar hydrogels for their water-harvesting abilities.

      “We were looking for a high-performance material that could capture water for different applications,” Zhang says. “Hydrogels are a perfect candidate, because they are mostly made of water and a polymer network. They can simultaneously expand as they absorb water, making them ideal for regulating humidity and water vapor.”

      The team analyzed a variety of hydrogels, including PEG, by placing each material on a scale that was set within a climate-controlled chamber. A material became heavier as it absorbed more moisture. By recording a material’s changing weight, the researchers could track its ability to absorb moisture as they tuned the chamber’s temperature and humidity.

      What they observed was typical of most materials: as the temperature increased, the hyrogels’ ability to capture moisture from the air decreased. The reason for this temperature-dependence is well-understood: With heat comes motion, and at higher temperatures, water molecules move faster and are therefore more difficult to contain in most materials.

      “Our intuition tells us that at higher temperatures, materials tend to lose their ability to capture water,” says co-author Xinyue Liu. “So, we were very surprised by PEG because it has this inverse relationship.”

      In fact, they found that PEG grew heavier and continued to absorb water as the researchers raised the chamber’s temperature from 25 to 50 degrees Celsius.

      “At first, we thought we had measured some errors, and thought this could not be possible,” Liu says. “After we double-checked everything was correct in the experiment, we realized this was really happening, and this is the only known material that shows increasing water absorbing ability with higher temperature.”

      A lucky catch

      The group zeroed in on PEG to try and identify the reason for its unusual, heat-resilient performance. They found that the material has a natural melting point at around 50 degrees Celsius, meaning that the hydrogel’s normally crystal-like microstructure completely breaks down and transforms into an amorphous phase. Zhang says that this melted, amorphous phase provides more opportunity for polymers in the material to grab hold of any fast-moving water molecules.

      “In the crystal phase, there might be only a few sites on a polymer available to attract water and bind,” Zhang says. “But in the amorphous phase, you might have many more sites available. So, the overall performance can increase with increased temperature.”

      The team then developed a theory to predict how hydrogels absorb water, and showed that the theory could also explain PEG’s unusual behavior if the researchers added a “missing term” to the theory. That missing term was the effect of phase transformation. They found that when they included this effect, the theory could predict PEG’s behavior, along with that of other temperature-limiting hydrogels.

      The discovery of PEG’s unique properties was in large part by chance. The material’s melting temperature just happens to be within the range where water is a liquid, enabling them to catch PEG’s phase transformation and its resulting super-soaking behavior. The other hydrogels happen to have melting temperatures that fall outside this range. But the researchers suspect that these materials are also capable of similar phase transformations once they hit their melting temperatures.

      “Other polymers could in theory exhibit this same behavior, if we can engineer their melting points within a selected temperature range,” says team member Shaoting Lin.

      Now that the group has worked out a theory, they plan to use it as a blueprint to design materials specifically for capturing water at higher temperatures.

      “We want to customize our design to make sure a material can absorb a relatively high amount of water, at low humidity and high temperatures,” Liu says. “Then it could be used for atmospheric water harvesting, to bring people potable water in hot, arid environments.”

      This research was supported, in part, by U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy. More