K-12 education

Subterms

    Latest story

    125 Shares135 Views

    Lemelson-MIT awards 2024-25 InvenTeam grants to eight high school teams

    by

    The Lemelson-MIT Program has announced the 2024-25 InvenTeams — eight teams of high school students, teachers, and mentors from across the country. Each team will each receive $7,500 in grant funding and year-long support to build a technological invention to solve a problem of their own choosing. The students’ inventions are inspired by real-world problems they identified in their local communities.The InvenTeams were selected by a respected panel consisting of university professors, inventors, entrepreneurs, industry professionals, and college students. Some panel members were former InvenTeam members now working in industry. The InvenTeams are focusing on problems facing their local communities, with a goal that their inventions will have a positive impact on beneficiaries and, ultimately, improve the lives of others beyond their communities.This year’s teams are:Battle Creek Area Mathematics and Science Center (Battle Creek, Michigan)Cambridge Rindge and Latin School (Cambridge, Massachusetts)Colegio Rosa-Bell (Guaynabo, Puerto Rico)Edison High School (Edison, New Jersey)Massachusetts Academy of Math and Science (Worcester, Massachusetts)Nitro High School (Nitro, West Virginia)Southcrest Christian School (Lubbock, Texas)Ygnacio Valley High School (Concord, California)InvenTeams are comprised of students, teachers and community mentors who pursue year-long invention projects involving creative thinking, problem-solving, and hands-on learning in science, technology, engineering, and mathematics. The InvenTeams’ prototype inventions will be showcased at a technical review within their home communities in February 2025, and then again as a final prototype at EurekaFest — an invention celebration taking place June 9-11, 2025, at MIT.“The InvenTeams are focusing on solving problems that impact their local communities,” says Leigh Estabrooks, Lemelson-MIT’s invention education officer. “Teams are focusing their technological solutions — their inventions — on health and well-being, environmental issues, and safety concerns. These high school students are not just problem-solvers of tomorrow, they are problem solvers today helping to make our world healthier, greener, and safer.”This year the Lemelson-MIT Program and the InvenTeams grants initiative celebrate a series of firsts in the annual high school invention grant program. For the first time, a team from their home city of Cambridge, Massachusetts, will participate, representing the Cambridge community’s innovative spirit on a national stage. Additionally, the program welcomes the first team from Puerto Rico, highlighting the expanding reach of the InvenTeams grants initiative. The pioneering teams exemplify the diversity and creativity that fuel invention.The InvenTeams grants initiative, now in its 21st year, has enabled 18 teams of high school students to be awarded U.S. patents for their projects. Intellectual property education is combined with invention education offerings as part of the Lemelson-MIT Program’s deliberate efforts to remedy historic inequities among those who develop inventions, protect their intellectual property, and commercialize their creations. The ongoing efforts empower students from all backgrounds, equipping them with invaluable problem-solving skills that will serve them well throughout their academic journeys, professional pursuits, and personal lives. The program has worked with over 4,000 students across 304 different InvenTeams nationwide and has included:partnering with intellectual property (IP) law firms to provide pro bono legal support;collaborating with industry-leading companies that provide technical guidance and mentoring;providing professional development for teachers on invention education and IP;assisting teams with identifying resources within their communities’ innovation ecosystems to support ongoing invention efforts; andpublishing case studies and research to inform the work of invention educators and policy makers to build support for engaging students in efforts to invent solutions to real-world problems, thus fueling the innovation economy in the U.S.The Lemelson-MIT Program is a national leader in efforts to prepare the next generation of inventors and entrepreneurs, focusing on the expansion of opportunities for people to learn ways inventors find and solve problems that matter to improve lives. A commitment to diversity, equity, and inclusion aims to remedy historic inequities among those who develop inventions, protect their intellectual property, and commercialize their creations.Jerome H. Lemelson, one of U.S. history’s most prolific inventors, and his wife Dorothy founded the Lemelson-MIT Program in 1994. It is funded by The Lemelson Foundation and administered by the MIT School of Engineering. For more information, contact Leigh Estabrooks.  More

    More stories

    • 125 Shares179 Views

      in Environment

      “They can see themselves shaping the world they live in”

      by

      During the journey from the suburbs to the city, the tree canopy often dwindles down as skyscrapers rise up. A group of New England Innovation Academy students wondered why that is.“Our friend Victoria noticed that where we live in Marlborough there are lots of trees in our own backyards. But if you drive just 30 minutes to Boston, there are almost no trees,” said high school junior Ileana Fournier. “We were struck by that duality.”This inspired Fournier and her classmates Victoria Leeth and Jessie Magenyi to prototype a mobile app that illustrates Massachusetts deforestation trends for Day of AI, a free, hands-on curriculum developed by the MIT Responsible AI for Social Empowerment and Education (RAISE) initiative, headquartered in the MIT Media Lab and in collaboration with the MIT Schwarzman College of Computing and MIT Open Learning. They were among a group of 20 students from New England Innovation Academy who shared their projects during the 2024 Day of AI global celebration hosted with the Museum of Science.The Day of AI curriculum introduces K-12 students to artificial intelligence. Now in its third year, Day of AI enables students to improve their communities and collaborate on larger global challenges using AI. Fournier, Leeth, and Magenyi’s TreeSavers app falls under the Telling Climate Stories with Data module, one of four new climate-change-focused lessons.“We want you to be able to express yourselves creatively to use AI to solve problems with critical-thinking skills,” Cynthia Breazeal, director of MIT RAISE, dean for digital learning at MIT Open Learning, and professor of media arts and sciences, said during this year’s Day of AI global celebration at the Museum of Science. “We want you to have an ethical and responsible way to think about this really powerful, cool, and exciting technology.”Moving from understanding to actionDay of AI invites students to examine the intersection of AI and various disciplines, such as history, civics, computer science, math, and climate change. With the curriculum available year-round, more than 10,000 educators across 114 countries have brought Day of AI activities to their classrooms and homes.The curriculum gives students the agency to evaluate local issues and invent meaningful solutions. “We’re thinking about how to create tools that will allow kids to have direct access to data and have a personal connection that intersects with their lived experiences,” Robert Parks, curriculum developer at MIT RAISE, said at the Day of AI global celebration.Before this year, first-year Jeremie Kwapong said he knew very little about AI. “I was very intrigued,” he said. “I started to experiment with ChatGPT to see how it reacts. How close can I get this to human emotion? What is AI’s knowledge compared to a human’s knowledge?”In addition to helping students spark an interest in AI literacy, teachers around the world have told MIT RAISE that they want to use data science lessons to engage students in conversations about climate change. Therefore, Day of AI’s new hands-on projects use weather and climate change to show students why it’s important to develop a critical understanding of dataset design and collection when observing the world around them.“There is a lag between cause and effect in everyday lives,” said Parks. “Our goal is to demystify that, and allow kids to access data so they can see a long view of things.”Tools like MIT App Inventor — which allows anyone to create a mobile application — help students make sense of what they can learn from data. Fournier, Leeth, and Magenyi programmed TreeSavers in App Inventor to chart regional deforestation rates across Massachusetts, identify ongoing trends through statistical models, and predict environmental impact. The students put that “long view” of climate change into practice when developing TreeSavers’ interactive maps. Users can toggle between Massachusetts’s current tree cover, historical data, and future high-risk areas.Although AI provides fast answers, it doesn’t necessarily offer equitable solutions, said David Sittenfeld, director of the Center for the Environment at the Museum of Science. The Day of AI curriculum asks students to make decisions on sourcing data, ensuring unbiased data, and thinking responsibly about how findings could be used.“There’s an ethical concern about tracking people’s data,” said Ethan Jorda, a New England Innovation Academy student. His group used open-source data to program an app that helps users track and reduce their carbon footprint.Christine Cunningham, senior vice president of STEM Learning at the Museum of Science, believes students are prepared to use AI responsibly to make the world a better place. “They can see themselves shaping the world they live in,” said Cunningham. “Moving through from understanding to action, kids will never look at a bridge or a piece of plastic lying on the ground in the same way again.”Deepening collaboration on earth and beyondThe 2024 Day of AI speakers emphasized collaborative problem solving at the local, national, and global levels.“Through different ideas and different perspectives, we’re going to get better solutions,” said Cunningham. “How do we start young enough that every child has a chance to both understand the world around them but also to move toward shaping the future?”Presenters from MIT, the Museum of Science, and NASA approached this question with a common goal — expanding STEM education to learners of all ages and backgrounds.“We have been delighted to collaborate with the MIT RAISE team to bring this year’s Day of AI celebration to the Museum of Science,” says Meg Rosenburg, manager of operations at the Museum of Science Centers for Public Science Learning. “This opportunity to highlight the new climate modules for the curriculum not only perfectly aligns with the museum’s goals to focus on climate and active hope throughout our Year of the Earthshot initiative, but it has also allowed us to bring our teams together and grow a relationship that we are very excited to build upon in the future.”Rachel Connolly, systems integration and analysis lead for NASA’s Science Activation Program, showed the power of collaboration with the example of how human comprehension of Saturn’s appearance has evolved. From Galileo’s early telescope to the Cassini space probe, modern imaging of Saturn represents 400 years of science, technology, and math working together to further knowledge.“Technologies, and the engineers who built them, advance the questions we’re able to ask and therefore what we’re able to understand,” said Connolly, research scientist at MIT Media Lab.New England Innovation Academy students saw an opportunity for collaboration a little closer to home. Emmett Buck-Thompson, Jeff Cheng, and Max Hunt envisioned a social media app to connect volunteers with local charities. Their project was inspired by Buck-Thompson’s father’s difficulties finding volunteering opportunities, Hunt’s role as the president of the school’s Community Impact Club, and Cheng’s aspiration to reduce screen time for social media users. Using MIT App Inventor, ​their combined ideas led to a prototype with the potential to make a real-world impact in their community.The Day of AI curriculum teaches the mechanics of AI, ethical considerations and responsible uses, and interdisciplinary applications for different fields. It also empowers students to become creative problem solvers and engaged citizens in their communities and online. From supporting volunteer efforts to encouraging action for the state’s forests to tackling the global challenge of climate change, today’s students are becoming tomorrow’s leaders with Day of AI.“We want to empower you to know that this is a tool you can use to make your community better, to help people around you with this technology,” said Breazeal.Other Day of AI speakers included Tim Ritchie, president of the Museum of Science; Michael Lawrence Evans, program director of the Boston Mayor’s Office of New Urban Mechanics; Dava Newman, director of the MIT Media Lab; and Natalie Lao, executive director of the App Inventor Foundation. More

    • 100 Shares189 Views

      in Energy

      Six ways MIT is taking action on climate

      by

      From reuse and recycling to new carbon markets, events during Earth Month at MIT spanned an astonishing range of ideas and approaches to tackling the climate crisis. The MIT Climate Nucleus offered funding to departments and student organizations to develop programming that would showcase the countless initiatives underway to make a better world.

      Here are six — just six of many — ways the MIT community is making a difference on climate right now.

      1. Exchanging knowledge with policymakers to meet local, regional, and global challenges

      Creating solutions begins with understanding the problem.

      Speaking during the annual Earth Day Colloquium of the MIT Energy Initiative (MITEI) about the practical challenges of implementing wind-power projects, for instance, Massachusetts State Senator Michael J. Barrett offered a sobering assessment.

      The senate chair of the Joint Committee on Telecommunications, Utilities, and Energy, Barrett reported that while the coast of Massachusetts provides a conducive site for offshore wind, economic forces have knocked a major offshore wind installation project off track. The combination of the pandemic and global geopolitical instability has led to such great supply chain disruptions and rising commodity costs that a project considered necessary for the state to meet its near-term climate goals now faces delays, he said.

      Like others at MIT, MITEI researchers keep their work grounded in the real-world constraints and possibilities for decarbonization, engaging with policymakers and industry to understand the on-the-ground challenges to technological and policy-based solutions and highlight the opportunities for greatest impact.

      2. Developing new ways to prevent, mitigate, and adapt to the effects of climate change

      An estimated 20 percent of MIT faculty work on some aspect of the climate crisis, an enormous research effort distributed throughout the departments, labs, centers, and institutes.

      About a dozen such projects were on display at a poster session coordinated by the Abdul Latif Jameel Water and Food Systems Lab (J-WAFS), Environmental Solutions Initiative (ESI), and MITEI.

      Students and postdocs presented innovations including:

      Graduate student Alexa Reese Canaan describes her research on household energy consumption to Massachusetts State Senator Michael J. Barrett, chair of the Joint Committee on Telecommunications, Utilities, and Energy.

      Photo: Caitlin Cunningham

      Previous item
      Next item

      3. Preparing students to meet the challenges of a climate-changed world

      Faculty and staff from more than 30 institutions of higher education convened at the MIT Symposium on Advancing Climate Education to exchange best practices and innovations in teaching and learning. Speakers and participants considered paths to structural change in higher education, the imperative to place equity and justice at the center of new educational approaches, and what it means to “educate the whole student” so that graduates are prepared to live and thrive in a world marked by global environmental and economic disruption.

      Later in April, MIT faculty voted to approve the creation of a new joint degree program in climate system science and engineering.

      4. Offering climate curricula to K-12 teachers

      At a daylong conference on climate education for K-12 schools, the attendees were not just science teachers. Close to 50 teachers of arts, literature, history, math, mental health, English language, world languages, and even carpentry were all hungry for materials and approaches to integrate into their curricula. They were joined by another 50 high school students, ready to test out the workshops and content developed by MIT Climate Action Through Education (CATE), which are already being piloted in at least a dozen schools.

      The CATE initiative is led by Christopher Knittel, the George P. Shultz Professor of Energy Economics at the MIT Sloan School of Management, deputy director for policy at MITEI, and faculty director of the MIT Center for Energy and Environmental Policy Research. The K-12 Climate Action and Education Conference was hosted as a collaboration with the Massachusetts Teachers Association Climate Action Network and Earth Day Boston.

      “We will be honest about the threats posed by climate change, but also give students a sense of agency that they can do something about this,” Knittel told MITEI Energy Futures earlier this spring. “And for the many teachers — especially non-science teachers — starved for knowledge and background material, CATE offers resources to give them confidence to implement our curriculum.”

      High school students and K-12 teachers participated in a workshop on “Exploring a Green City,” part of the Climate Action and Education Conference on April 1.

      Photo: Tony Rinaldo

      Previous item
      Next item

      5. Guiding our communities in making sense of the coming changes

      The arts and humanities, vital in their own right, are also central to the sharing of scientific knowledge and its integration into culture, behavior, and decision-making. A message well-delivered can reach new audiences and prompt reflection and reckoning on ethics and values, identity, and optimism.

      The Climate Machine, part of ESI’s Arts and Climate program, produced an evening art installation on campus featuring dynamic, large-scale projections onto the façade of MIT’s new music building and a musical performance by electronic duo Warung. Passers-by were invited to take a Climate Identity Quiz, with the responses reflected in the visuals. Another exhibit displayed the results of a workshop in which attendees had used an artificial intelligence art tool to imagine the future of their hometowns, while another highlighted native Massachusetts wildlife.

      The Climate Machine is an MIT research project undertaken in collaboration with record label Anjunabeats. The collaborative team imagines interactive experiences centered on sustainability that could be deployed at musical events and festivals to inspire climate action.

      Dillon Ames (left) and Aaron Hopkins, known as the duo Warung, perform a live set during the Climate Machine art installation.

      Photo: Caitlin Cunningham

      Previous item
      Next item

      6. Empowering students to seize this unique policy moment

      ESI’s TILclimate Podcast, which breaks down important climate topics for general listeners, held a live taping at the MIT Museum and offered an explainer on three recent, major pieces of federal legislation: the Inflation Reduction Act of 2022, the Bipartisan Infrastructure Bill of 2021, and the CHIPS and Science Act of 2022.

      The combination of funding and financial incentives for energy- and climate-related projects, along with reinvestment in industrial infrastructure, create “a real moment and an opportunity,” said special guest Elisabeth Reynolds, speaking with host Laur Hesse Fisher. Reynolds was a member of the National Economic Council from 2021 to 2022, serving as special assistant to the president for manufacturing and economic development; after leaving the White House, Reynolds returned to MIT, where she is a lecturer in MIT’s Department of Urban Studies and Planning.

      For students, the opportunities to engage have never been better, Reynolds urged: “There is so much need. … Find a way to contribute, and find a way to help us make this transformation.”

      “What we’re embarking on now, you just can’t overstate the significance of it,” she said.

      For more information on how MIT is advancing climate action across education; research and innovation; policy; economic, social, and environmental justice; public and global engagement; sustainable campus operations; and more, visit Fast Forward: MIT’s Climate Action Plan for the Decade. The actions described in the plan aim to accelerate the global transition to net-zero carbon emissions, and to “educate and empower the next generation.” More

    • 63 Shares129 Views

      in Energy

      An education in climate change

      by

      Several years ago, Christopher Knittel’s father, then a math teacher, shared a mailing he had received at his high school. When he opened the packet, alarm bells went off for Knittel, who is the George P. Shultz Professor of Energy Economics at the MIT Sloan School of Management and the deputy director for policy at the MIT Energy Initiative (MITEI). “It was a slickly produced package of materials purporting to show how to teach climate change,” he says. “In reality, it was a thinly veiled attempt to kindle climate change denial.”

      Knittel was especially concerned to learn that this package had been distributed to schools nationwide. “Many teachers in search of information on climate change might use this material because they are not in a position to judge its scientific validity,” says Knittel, who is also the faculty director of the MIT Center for Energy and Environmental Policy Research (CEEPR). “I decided that MIT, which is committed to true science, was in the perfect position to develop its own climate change curriculum.”

      Today, Knittel is spearheading the Climate Action Through Education (CATE) program, a curriculum rolling out in pilot form this year in more than a dozen Massachusetts high schools, and eventually in high schools across the United States. To spur its broad adoption, says Knittel, the CATE curriculum features a unique suite of attributes: the creation of climate-based lessons for a range of disciplines beyond science, adherence to state-based education standards to facilitate integration into established curricula, material connecting climate change impacts to specific regions, and opportunities for students to explore climate solutions.

      CATE aims to engage both students and teachers in a subject that can be overwhelming. “We will be honest about the threats posed by climate change but also give students a sense of agency that they can do something about this,” says Knittel. “And for the many teachers — especially non-science teachers — starved for knowledge and background material, CATE offers resources to give them confidence to implement our curriculum.”

      Partnering with teachers

      From the outset, CATE sought guidance and hands-on development help from educators. Project manager Aisling O’Grady surveyed teachers to learn about their experiences teaching about climate and to identify the kinds of resources they lacked. She networked with MIT’s K-12 education experts and with Antje Danielson, MITEI director of education, “bouncing ideas off of them to shape the direction of our effort,” she says.

      O’Grady gained two critical insights from this process: “I realized that we needed practicing high school teachers as curriculum developers and that they had to represent different subject areas, because climate change is inherently interdisciplinary,” she says. This echoes the philosophy behind MITEI’s Energy Studies minor, she remarks, which includes classes from MIT’s different schools. “While science helps us understand and find solutions for climate change, it touches so many other areas, from economics, policy, environmental justice and politics, to history and literature.”

      In line with this thinking, CATE recruited Massachusetts teachers representing key subject areas in the high school curriculum: Amy Block, a full-time math teacher, and Lisa Borgatti, a full-time science teacher, both at the Governor’s Academy in Byfield; and Kathryn Teissier du Cros, a full-time language arts teacher at Newton North High School.

      The fourth member of this cohort, Michael Kozuch, is a full-time history teacher at Newton South High School, where he has worked for 24 years. Kozuch became engaged with environmental issues 15 years ago, introducing an elective in sustainability at Newton South. He serves on the coordinating committee for the Climate Action Network at the Massachusetts Teachers Association. He also is president of Earth Day Boston and organized Boston’s 50th anniversary celebration of Earth Day. When he learned that MIT was seeking teachers to help develop a climate education curriculum, he immediately applied.

      “I’ve heard time and again from teachers across the state that they want to incorporate climate change into the curriculum but don’t know how to make it work, given lesson plans and schedules geared toward preparing students for specific tests,” says Kozuch. “I knew that for a climate curriculum to succeed, it had to be part of an integrated approach.”

      Using climate as a lens

      Over the course of a year, Kozuch and fellow educators created units that fit into their pre-existing syllabi but were woven through with relevant climate change themes. Kozuch already had some experience in this vein, describing the role of the Industrial Revolution in triggering the use of fossil fuels and the greenhouse gas emissions that resulted. For CATE, Kozuch explored additional ways of shifting focus in covering U.S. history. There are, for instance, lessons looking at westward expansion in terms of land use, expulsion of Indigenous people, and environmental justice, and at the Baby Boom period and the emergence of the environmental movement.

      In English/language arts, there are units dedicated to explaining terms used by scientists and policymakers, such as “anthropogenic,” as well as lessons devoted to climate change fiction and to student-originated sustainability projects.

      The science and math classes work independently but also dovetail. For instance, there are science lessons that demystify the greenhouse effect, utilizing experiments to track fossil fuel emissions, which link to math lessons that calculate and graph the average rate of change of global carbon emissions. To make these classes even more relevant, there are labs where students compare carbon emissions in Massachusetts to those of a neighboring state, and where they determine the environmental and economic costs of plugging in electric devices in their own homes.

      Throughout this curriculum-shaping process, O’Grady and the teachers sought feedback from MIT faculty from a range of disciplines, including David McGee, associate professor in the Department of Earth, Atmospheric and Planetary Sciences. With the help of CATE undergraduate researcher Heidi Li ’22, the team held a focus group with the Sustainable Energy Alliance, an undergraduate student club. In spring 2022, CATE convened a professional development workshop in collaboration with the Massachusetts Teachers Association Climate Action Network, Earth Day Boston, and MIT’s Office of Government and Community Relations, sponsored by the Beker Foundation, to evaluate 15 discrete CATE lessons. One of the workshop participants, Gary Smith, a teacher from St. John’s Preparatory School in Danvers, Massachusetts, signed on as a volunteer science curriculum developer.

      “We had a diverse pool of teachers who thought the lessons were fantastic, but among their suggestions noted that their student cohorts included new English speakers, who needed simpler language and more pictures,” says O’Grady. “This was extremely useful to us, and we revised the curriculum because we want to reach students at every level of learning.”

      Reaching all the schools

      Now, the CATE curriculum is in the hands of a cohort of Massachusetts teachers. Each of these educators will test one or more of the lessons and lab activities over the next year, checking in regularly with MIT partners to report on their classroom experiences. The CATE team is building a Climate Education Resource Network of MIT graduate students, postdocs, and research staff who can answer teachers’ specific climate questions and help them find additional resources or datasets. Additionally, teachers will have the opportunity to attend two in-person cohort meetings and be paired with graduate student “climate advisors.”

      In spring 2023, in honor of Earth Day, O’Grady and Knittel want to bring CATE first adopters — high school teachers, students, and their families — to campus. “We envision professors giving mini lectures, youth climate groups discussing how to get involved in local actions, and our team members handing out climate change packets to students to spark conversations with their families at home,” says O’Grady.

      By creating a positive experience around their curriculum in these pilot schools, the CATE team hopes to promote its dissemination to many more Massachusetts schools in 2023. The team plans on enhancing lessons, offering more paths to integration in high school studies, and creating a companion resource website for teachers. Knittel wants to establish footholds in school after school, in Massachusetts and beyond.

      “I plan to spend a lot of my time convincing districts and states to adopt,” he says. “If one teacher tells another that the curriculum is useful, with touchpoints in different disciplines, that’s how we get a foot in the door.”

      Knittel is not shying away from places where “climate change is a politicized topic.” He hopes to team up with universities in states where there might be resistance to including such lessons in schools to develop the curriculum. Although his day job involves computing household-level carbon footprints, determining the relationship between driving behavior and the price of gasoline, and promoting wise climate policy, Knittel plans to push CATE as far as he can. “I want this curriculum to be adopted by everybody — that’s my goal,” he says.

      “In one sense, I’m not the natural person for this job,” he admits. “But I share the mission and passion of MITEI and CEEPR for decarbonizing our economy in ways that are socially equitable and efficient, and part of doing that is educating Americans about the actual costs and consequences of climate change.”

      The CATE program is sponsored by MITEI, CEEPR, and the MIT Vice President for Research.

      This article appears in the Winter 2023 issue of Energy Futures, the magazine of the MIT Energy Initiative. More

    • 88 Shares149 Views

      in Energy

      Shrinky Dinks, nail polish, and smelly bacteria

      by

      In a lab on the fourth floor of MIT’s Building 56, a group of Massachusetts high school students gathered around a device that measures conductivity.

      Vincent Nguyen, 15, from Saugus, thought of the times the material on their sample electrode flaked off the moment they took it out of the oven. Or how the electrode would fold weirdly onto itself. The big fails were kind of funny, but discouraging. The students had worked for a month, experimenting with different materials, and 17-year-old Brianna Tong of Malden wondered if they’d finally gotten it right: Would their electrode work well enough to power a microbial fuel cell?

      The students secured their electrode with alligator clips, someone hit start, and the teens watched anxiously as the device searched for even the faintest electrical current.

      Capturing electrons from bacteria

      Last July, Tong, Nguyen, and six other students from Malden Catholic High School commuted between the lab of MIT chemical engineer Ariel L. Furst and their school’s chemistry lab. Their goal was to fashion electrodes for low-cost microbial fuel cells — miniature bioreactors that generate small amounts of electricity by capturing electrons transferred from living microbes. These devices can double as electrochemical sensors.

      Furst, the Paul M. Cook Career Development Professor of Chemical Engineering, uses a mix of electrochemistry, microbial engineering, and materials science to address challenges in human health and clean energy. “The goal of all of our projects is to increase sustainability, clean energy, and health equity globally,” she says.

      Electrochemical sensors are powerful, sensitive detection and measurement tools. Typically, their electrodes need to be built in precisely engineered environments. “Thinking about ways of making devices without needing a cleanroom is important for coming up with inexpensive devices that can be deployed in low-resource settings under non-ideal conditions,” Furst says.

      For 17-year-old Angelina Ang of Everett, the project illuminated the significance of “coming together to problem-solve for a healthier and more sustainable earth,” she says. “It made me realize that we hold the answers to fix our dying planet.”

      With the help of a children’s toy called Shrinky Dinks, carbon-based materials, nail polish, and a certain smelly bacterium, the students got — literally — a trial-by-fire introduction to the scientific method. At one point, one of their experimental electrodes burst into flames. Other results were more promising.

      The students took advantage of the electrical properties of a bacterium — Shewanella oneidensis — that’s been called nature’s microscopic power plant. As part of their metabolism, Shewanella oneidensis generate electricity by oxidizing organic matter. In essence, they spit out electrons. Put enough together, and you get a few milliamps.

      To build bacteria-friendly electrodes, one of the first things the students did was culture Shewanella. They learned how to pour a growth medium into petri dishes where the reddish, normally lake-living bacteria could multiply. The microbes, Furst notes, are a little stinky, like cabbage. “But we think they’re really cool,” she says.

      With the right engineering, Shewanella can produce electric current when they detect toxins in water or soil. They could be used for bioremediation of wastewater. Low-cost versions could be useful for areas with limited or no access to reliable electricity and clean water.

      Next-generation chemists

      The Malden Catholic-MIT program resulted from a fluke encounter between Furst and a Malden Catholic parent.

      Mary-Margaret O’Donnell-Zablocki, then a medicinal chemist at a Kendall Square biotech startup, met Furst through a mutual friend. She asked Furst if she’d consider hosting high school chemistry students in her lab for the summer.

      Furst was intrigued. She traces her own passion for science to a program she’d happened upon between her junior and senior years in high school in St. Louis. The daughter of a software engineer and a businesswoman, Furst was casting around for potential career interests when she came across a summer program that enlisted scientists in academia and private research to introduce high school students and teachers to aspects of the scientific enterprise.

      “That’s when I realized that research is not like a lab class where there’s an expected outcome,” Furst recalls. “It’s so much cooler than that.”

      Using startup funding from an MIT Energy Initiative seed grant, Furst developed a curriculum with Malden Catholic chemistry teacher Seamus McGuire, and students were invited to apply. In addition to Tong, Ang, and Nguyen, participants included Chengxiang Lou, 18, from China; Christian Ogata, 14, of Wakefield; Kenneth Ramirez, 17, of Everett; Isaac Toscano, 17, of Medford; and MaryKatherine Zablocki, 15, of Revere and Wakefield. O’Donnell-Zablocki was surprised — and pleased — when her daughter applied to the program and was accepted.

      Furst notes that women are still underrepresented in chemical engineering. She was particularly excited to mentor young women through the program.

      A conductive ink

      The students were charged with identifying materials that had high conductivity, low resistance, were a bit soluble, and — with the help of a compatible “glue” — were able to stick to a substrate.

      Furst showed the Malden Catholic crew Shrinky Dinks — a common polymer popularized in the 1970s as a craft material that, when heated in a toaster oven, shrinks to a third of its size and becomes thicker and more rigid. Electrodes based on Shrinky Dinks would cost pennies, making it an ideal, inexpensive material for microbial fuel cells that could monitor, for instance, soil health in low- and middle-income countries.

      “Right now, monitoring soil health is problematic,” Furst says. “You have to collect a sample and bring it back to the lab to analyze in expensive equipment. But if we have these little devices that cost a couple of bucks each, we can monitor soil health remotely.”

      After a crash course in conductive carbon-based inks and solvent glues, the students went off to Malden Catholic to figure out what materials they wanted to try.

      Tong rattled them off: carbon nanotubes, carbon nanofibers, graphite powder, activated carbon. Potential solvents to help glue the carbon to the Shrinky Dinks included nail polish, corn syrup, and embossing ink, to name a few. They tested and retested. When they hit a dead end, they revised their hypotheses.

      They tried using a 3D printed stencil to daub the ink-glue mixture onto the Shrinky Dinks. They hand-painted them. They tried printing stickers. They worked with little squeegees. They tried scooping and dragging the material. Some of their electro-materials either flaked off or wouldn’t stick in the heating process.

      “Embossing ink never dried after baking the Shrinky Dink,” Ogata recalls. “In fact, it’s probably still liquid! And corn syrup had a tendency to boil. Seeing activated carbon ignite or corn syrup boiling in the convection oven was quite the spectacle.”

      “After the electrode was out of the oven and cooled down, we would check the conductivity,” says Tong, who plans to pursue a career in science. “If we saw there was a high conductivity, we got excited and thought those materials worked.”

      The moment of truth came in Furst’s MIT lab, where the students had access to more sophisticated testing equipment. Would their electrodes conduct electricity?

      Many of them didn’t. Tong says, “At first, we were sad, but then Dr. Furst told us that this is what science is, testing repeatedly and sometimes not getting the results we wanted.” Lou agrees. “If we just copy the data left by other scholars and don’t collect and figure it out by ourselves, then it is difficult to be a qualified researcher,” he says.

      Some of the students plan to continue the project one afternoon a week at MIT and as an independent study at Malden Catholic. The long-term goal is to create a field-based soil sensor that employs a bacterium like Shewanella.

      By chance, the students’ very first electrode — made of graphite powder ink and nail polish glue — generated the most current. One of the team’s biggest surprises was how much better black nail polish worked than clear nail polish. It turns out black nail polish contains iron-based pigment — a conductor. The unexpected win took some of the sting out of the failures.

      “They learned a very hard lesson: Your results might be awesome, and things are exciting, but then nothing else might work. And that’s totally fine,” Furst says.

      This article appears in the Winter 2023 issue of Energy Futures, the magazine of the MIT Energy Initiative. More

    • 163 Shares109 Views

      in Energy

      3 Questions: Antje Danielson on energy education and its role in climate action

      by

      The MIT Energy Initiative (MITEI) leads energy education at MIT, developing and implementing a robust educational toolkit for MIT graduate and undergraduate students, online learners around the world, and high school students who want to contribute to the energy transition. As MITEI’s director of education, Antje Danielson manages a team devoted to training the next generation of energy innovators, entrepreneurs, and policymakers. Here, she discusses new initiatives in MITEI’s education program and how they are preparing students to take an active role in climate action.

      Q: What role are MITEI’s education efforts playing in climate action initiatives at MIT, and what more could we be doing?

      A: This is a big question. The carbon emissions from energy are such an important factor in climate mitigation; therefore, what we do in energy education is practically synonymous with climate education. This is well illustrated in a 2018 Nature Energy paper by Fuso Nerini, which outlines that affordable, clean energy is related to many of the United Nations Sustainable Development Goals (SDGs) — not just SDG 7, which specifically calls for “affordable, reliable, sustainable, and modern energy for all” by 2030. There are 17 SDGs containing 169 targets, of which 113 (65 percent) require actions to be taken concerning energy systems.

      Now, can we equate education with action? The answer is yes, but only if it is done correctly. From the behavioral change literature, we know that knowledge alone is not enough to change behavior. So, one important part of our education program is practice and experience through research, internships, stakeholder engagement, and other avenues. At a minimum, education must give the learner the knowledge, skills, and courage to be ready to jump into action, but ideally, practice is a part of the offering. We also want our learners to go out into the world and share what they know and do. If done right, education is an energy transition accelerator.

      At MITEI, our learners are not just MIT students. We are creating online offerings based on residential MIT courses to train global professionals, policymakers, and students in research methods and tools to support and accelerate the energy transition. These are free and open to learners worldwide. We have five courses available now, with more to come.

      Our latest program is a collaboration with MIT’s Center for Energy and Environmental Policy Research (CEEPR): Climate Action through Education, or CATE. This is a teach-the-teacher program for high school curriculum and is a part of the MIT Climate Action Plan. The aim is to develop interdisciplinary, solutions-focused climate change curricula for U.S. high school teachers with components in history/social science, English/language arts, math, science, and computer science.

      We are rapidly expanding our programming. In the online space, for our global learners, we are bundling courses for professional development certificates; for our undergraduates, we are redesigning the energy studies minor to reflect what we have learned over the past 12 years; and for our graduate students, we are adding a new program that allows them to garner industry experience related to the energy transition. Meanwhile, CATE is creating a support network for the teachers who adopt the curriculum. We are also working on creating an energy and climate alliance with other universities around the world.

      On the Institute level, I am a member of the Climate Education Working Group, a subgroup of the Climate Nucleus, where we discuss and will soon recommend further climate action the Institute can take. Stay tuned for that.

      Q: You mentioned that you are leading an effort to create a consortium of energy and climate education programs at universities around the world. How does this effort fit into MITEI’s educational mission?

      A: Yes, we are currently calling it the “Energy and Climate Education Alliance.” The background to this is that the problem we are facing — transitioning the entire global energy system from high carbon emissions to low, no, and negative carbon emissions — is global, huge, and urgent. Following the proverbial “many hands make light work,” we believe that the success of this very complex task is accomplished quicker with more participants. There is, of course, more to this as well. The complexity of the problem is such that (1) MIT doesn’t have all the expertise needed to accomplish the educational needs of the climate and energy crisis, (2) there is a definite local and regional component to capacity building, and (3) collaborations with universities around the world will make our mission-driven work more efficient. Finally, these collaborations will be advantageous for our students as they will be able to learn from real-world case studies that are not U.S.-based and maybe even visit other universities abroad, do internships, and engage in collaborative research projects. Also, students from those universities will be able to come here and experience MIT’s unique intellectual environment.

      Right now, we are very much in the beginning stages of creating the alliance. We have signed a collaboration agreement with the Technical University of Berlin, Germany, and are engaged in talks with other European and Southeast Asian universities. Some of the collaborations we are envisioning relate to course development, student exchange, collaborative research, and course promotion. We are very excited about this collaboration. It fits well into MIT’s ambition to take climate action outside of the university, while still staying within our educational mission.

      Q: It is clear to me from this conversation that MITEI’s education program is undertaking a number of initiatives to prepare MIT students and interested learners outside of the Institute to take an active role in climate action. But, the reality is that despite our rapidly changing climate and the immediate need to decarbonize our global economy, climate denialism and a lack of climate and energy understanding persist in the greater global population. What do you think must be done, and what can MITEI do, to increase climate and energy literacy broadly?

      A: I think the basic problem is not necessarily a lack of understanding but an abundance of competing issues that people are dealing with every day. Poverty, personal health, unemployment, inflation, pandemics, housing, wars — all are very immediate problems people have. And climate change is perceived to be in the future.

      The United States is a very bottom-up country, where corporations offer what people buy, and politicians advocate for what voters want and what money buys. Of course, this is overly simplified, but as long as we don’t come up with mechanisms to achieve a monumental shift in consumer and voter behavior, we are up against these immediate pressures. However, we are seeing some movement in this area due to rising gas and heating oil prices and the many natural disasters we are encountering now. People are starting to understand that climate change will hit their pocketbook, whether or not we have a carbon tax. The recent Florida hurricane damage, wildfires in the west, extreme summer temperatures, frequent droughts, increasing numbers of poisonous and disease-carrying insects — they all illustrate the relationship between climate change, health, and financial damage. Fewer and fewer people will be able to deny the existence of climate change because they will either be directly affected or know someone who is.

      The question is one of speed and scale. The more we can help to make the connections even more visible and understood, the faster we get to the general acceptance that this is real. Research projects like CEEPR’s Roosevelt Project, which develops action plans to help communities deal with industrial upheaval in the context of the energy transition, are contributing to this effect, as are studies related to climate change and national security. This is a fast-moving world, and our research findings need to be translated as we speak. A real problem in education is that we have the tendency to teach the tried and true. Our education programs have to become much nimbler, which means curricula have to be updated frequently, and that is expensive. And of course, the speed and magnitude of our efforts are dependent on the funding we can attract, and fundraising for education is more difficult than fundraising for research.

      However, let me pivot: You alluded to the fact that this is a global problem. The immediate pressures of poverty and hunger are a matter of survival in many parts of the world, and when it comes to surviving another day, who cares if climate change will render your fields unproductive in 20 years? Or if the weather turns your homeland into a lake, will you think about lobbying your government to reduce carbon emissions, or will you ask for help to rebuild your existence? On the flip side, politicians and government authorities in those areas have to deal with extremely complex situations, balancing local needs with global demands. We should learn from them. What we need is to listen. What do these areas of the world need most, and how can climate action be included in the calculations? The Global Commission to End Energy Poverty, a collaboration between MITEI and the Rockefeller Foundation to bring electricity to the billion people across the globe who currently live without it, is a good example of what we are already doing. Both our online education program and the Energy and Climate Education Alliance aim to go in this direction.

      The struggle and challenge to solve climate change can be pretty depressing, and there are many days when I feel despondent about the speed and progress we are making in saving the future of humanity. But, the prospect of contributing to such a large mission, even if the education team can only nudge us a tiny bit away from the business-as-usual scenario, is exciting. In particular, working on an issue like this at MIT is amazing. So much is happening here, and there don’t seem to be intellectual limits; in fact, thinking big is encouraged. It is very refreshing when one has encountered the old “you can’t do this” too often in the past. I want our students to take this attitude with them and go out there and think big. More

    • 38 Shares159 Views

      in Energy

      Fusion’s newest ambassador

      by

      When high school senior Tuba Balta emailed MIT Plasma Science and Fusion Center (PSFC) Director Dennis Whyte in February, she was not certain she would get a response. As part of her final semester at BASIS Charter School, in Washington, she had been searching unsuccessfully for someone to sponsor an internship in fusion energy, a topic that had recently begun to fascinate her because “it’s not figured out yet.” Time was running out if she was to include the internship as part of her senior project.

      “I never say ‘no’ to a student,” says Whyte, who felt she could provide a youthful perspective on communicating the science of fusion to the general public.

      Posters explaining the basics of fusion science were being considered for the walls of a PSFC lounge area, a space used to welcome visitors who might not know much about the center’s focus: What is fusion? What is plasma? What is magnetic confinement fusion? What is a tokamak?

      Why couldn’t Balta be tasked with coming up with text for these posters, written specifically to be understandable, even intriguing, to her peers?

      Meeting the team

      Although most of the internship would be virtual, Balta visited MIT to meet Whyte and others who would guide her progress. A tour of the center showed her the past and future of the PSFC, one lab area revealing on her left the remains of the decades-long Alcator C-Mod tokamak and on her right the testing area for new superconducting magnets crucial to SPARC, designed in collaboration with MIT spinoff Commonwealth Fusion Systems.

      With Whyte, graduate student Rachel Bielajew, and Outreach Coordinator Paul Rivenberg guiding her content and style, Balta focused on one of eight posters each week. Her school also required her to keep a weekly blog of her progress, detailing what she was learning in the process of creating the posters.

      Finding her voice

      Balta admits that she was not looking forward to this part of the school assignment. But she decided to have fun with it, adopting an enthusiastic and conversational tone, as if she were sitting with friends around a lunch table. Each week, she was able to work out what she was composing for her posters and her final project by trying it out on her friends in the blog.

      Her posts won praise from her schoolmates for their clarity, as when in Week 3 she explained the concept of turbulence as it relates to fusion research, sending her readers to their kitchen faucets to experiment with the pressure and velocity of running tap water.

      The voice she found through her blog served her well during her final presentation about fusion at a school expo for classmates, parents, and the general public.

      “Most people are intimidated by the topic, which they shouldn’t be,” says Balta. “And it just made me happy to help other people understand it.”

      Her favorite part of the internship? “Getting to talk to people whose papers I was reading and ask them questions. Because when it comes to fusion, you can’t just look it up on Google.”

      Awaiting her first year at the University of Chicago, Balta reflects on the team spirit she experienced in communicating with researchers at the PSFC.

      “I think that was one of my big takeaways,” she says, “that you have to work together. And you should, because you’re always going to be missing some piece of information; but there’s always going to be somebody else who has that piece, and we can all help each other out.” More

    • 113 Shares199 Views

      in Environment

      Migration Summit addresses education and workforce development in displacement

      by

      “Refugees can change the world with access to education,” says Alnarjes Harba, a refugee from Syria who recently shared her story at the 2022 Migration Summit — a first-of-its-kind, global convening to address the challenges that displaced communities face in accessing education and employment.

      At the age of 13, Harba was displaced to Lebanon, where she graduated at the top of her high school class. But because of her refugee status, she recalls, no university in her host country would accept her. Today, Harba is a researcher in health-care architecture. She holds a bachelor’s degree from Southern New Hampshire University, where she was part of the Global Education Movement, a program providing refugees with pathways to higher education and work.

      Like many of the Migration Summit’s participants, Harba shared her story to call attention not only to the barriers to refugee education, but also to the opportunities to create more education-to-employment pathways like MIT Refugee Action Hub’s (ReACT) certificate programs for displaced learners.

      Organized by MIT ReACT, the MIT Abdul Latif Jameel World Education Lab (J-WEL), Na’amal, Karam Foundation, and Paper Airplanes, the Migration Summit sought to center the voices and experiences of those most directly impacted by displacement — both in narratives about the crisis and in the search for solutions. Themed “Education and Workforce Development in Displacement,” this year’s summit welcomed more than 900 attendees from over 30 countries, to a total of 40 interactive virtual sessions led by displaced learners, educators, and activists working to support communities in displacement.

      Sessions highlighted the experiences of refugees, migrants, and displaced learners, as well as current efforts across the education and workforce development landscape, ranging from pK-12 initiatives to post-secondary programs, workforce training to entrepreneurship opportunities.

      Overcoming barriers to access

      The vision for the Migration Summit developed, in part, out of the need to raise more awareness about the long-standing global displacement crisis. According to the United Nations High Commissioner for Refugees (UNHCR), 82.4 million people worldwide today are forcibly displaced, a figure that doesn’t include the estimated 12 million people who have fled their homes in Ukraine since February.

      “Refugees not only leave their countries; they leave behind a thousand memories, their friends, their families,” says Mondiant Dogon, a human rights activist, refugee ambassador, and author who gave the Migration Summit’s opening keynote address. “Education is the most important thing that can happen to refugees. In that way, we can leave behind the refugee camps and build our own independent future.”

      Yet, as the stories of the summit’s participants highlight, many in displacement have lost their livelihoods or had their education disrupted — only to face further challenges when trying to access education or find work in their new places of residence. Obstacles range from legal restrictions, language and cultural barriers, and unaffordable costs to lack of verifiable credentials. UNHCR estimates that only 5 percent of refugees have access to higher education, compared to the global average of 39 percent.

      “There is another problem related to forced displacement — dehumanization of migrants,” says Lina Sergie Attar, the founder and CEO of Karam Foundation. “They are unjustly positioned as enemies, as a threat.”

      But as Blein Alem, an MIT ReACT alum and refugee from Eritrea, explains, “No one chooses to be a refugee — it just occurs. Whether by conflict, war, human rights violations, just because you have refugee status does not mean that you are not willing to make a change in your life and access to education and work.” Several participants, including Alem, shared that, even with a degree in hand, their refugee status limited their ability to work in their new countries of residence.

      Displaced communities face complex and structural challenges in accessing education and workforce development opportunities. Because of the varying and vast effects of displacement, efforts to address these challenges range in scale and focus and differ across sectors. As Lorraine Charles, co-founder and director of Na’amal, noted in the Migration Summit’s closing session, many organizations find themselves working in silos, or even competing with each other for funding and other resources. As a result, solution-making has been fragmented, with persistent gaps between different sectors that are, in fact, working toward the same goals.

      Imagining a modular, digital, collaborative approach

      A key takeaway from the month’s discussions, then, is the need to rethink the response to refugee education and workforce challenges. During the session, “From Intentions to Impact: Decolonizing Refugee Response,” participants emphasized the systemic nature of these challenges. Yet formal responses, such as the 1951 Refugee Convention, have been largely inadequate — in some instances even oppressing the communities they’re meant to support, explains Sana Mustafa, director of partnership and engagement for Asylum Access.

      “We have the opportunity to rethink how we are handling the situation,” Mustafa says, calling for more efforts to include refugees in the design and development of solutions.

      Presenters also agreed that educational institutions, particularly universities, could play a vital role in providing more pathways for refugees and displaced learners. Key to this is rethinking the structure of education itself, including its delivery.

      “The challenge right now is that degrees are monolithic,” says Sanjay Sarma, vice president for MIT Open Learning, who gave the keynote address on “Pathways to Education, Livelihood, and Hope.” “They’re like those gigantic rocks at Stonehenge or in other megalithic sites. What we need is a much more granular version of education: bricks. Bricks were invented several thousand years ago, but we don’t really have that yet formally and extensively in education.”

      “There is no way we can accommodate thousands and thousands of refugees face-to-face,” says Shai Reshef, the founder and president of University of the People. “The only path is a digital one.”

      Ultimately, explains Demetri Fadel of Karam Foundation, “We really need to think about how to create a vision of education as a right for every person all around the world.”

      Underlying many of the Migration Summit’s conclusions is the awareness that there is still much work to be done. However, as the summit’s co-chair Lana Cook said in her closing remarks, “This was not a convening of despair, but one about what we can build together.”

      The summit’s organizers are currently putting together a public report of the key findings that have emerged from the month’s conversations, including recommendations for thematic working groups and future Migration Summit activities. More

    • 63 Shares169 Views

      in Security

      MIT engineers introduce the Oreometer

      by

      When you twist open an Oreo cookie to get to the creamy center, you’re mimicking a standard test in rheology — the study of how a non-Newtonian material flows when twisted, pressed, or otherwise stressed. MIT engineers have now subjected the sandwich cookie to rigorous materials tests to get to the center of a tantalizing question: Why does the cookie’s cream stick to just one wafer when twisted apart?

      “There’s the fascinating problem of trying to get the cream to distribute evenly between the two wafers, which turns out to be really hard,” says Max Fan, an undergraduate in MIT’s Department of Mechanical Engineering.

      In pursuit of an answer, the team subjected cookies to standard rheology tests in the lab and found that no matter the flavor or amount of stuffing, the cream at the center of an Oreo almost always sticks to one wafer when twisted open. Only for older boxes of cookies does the cream sometimes separate more evenly between both wafers.

      The researchers also measured the torque required to twist open an Oreo, and found it to be similar to the torque required to turn a doorknob and about 1/10th what’s needed to twist open a bottlecap. The cream’s failure stress — i.e. the force per area required to get the cream to flow, or deform — is twice that of cream cheese and peanut butter, and about the same magnitude as mozzarella cheese. Judging from the cream’s response to stress, the team classifies its texture as “mushy,” rather than brittle, tough, or rubbery.

      So, why does the cookie’s cream glom to one side rather than splitting evenly between both? The manufacturing process may be to blame.

      “Videos of the manufacturing process show that they put the first wafer down, then dispense a ball of cream onto that wafer before putting the second wafer on top,” says Crystal Owens, an MIT mechanical engineering PhD candidate who studies the properties of complex fluids. “Apparently that little time delay may make the cream stick better to the first wafer.”

      The team’s study isn’t simply a sweet diversion from bread-and-butter research; it’s also an opportunity to make the science of rheology accessible to others. To that end, the researchers have designed a 3D-printable “Oreometer” — a simple device that firmly grasps an Oreo cookie and uses pennies and rubber bands to control the twisting force that progressively twists the cookie open. Instructions for the tabletop device can be found here.

      The new study, “On Oreology, the fracture and flow of ‘milk’s favorite cookie,’” appears today in Kitchen Flows, a special issue of the journal Physics of Fluids. It was conceived of early in the Covid-19 pandemic, when many scientists’ labs were closed or difficult to access. In addition to Owens and Fan, co-authors are mechanical engineering professors Gareth McKinley and A. John Hart.

      Confection connection

      A standard test in rheology places a fluid, slurry, or other flowable material onto the base of an instrument known as a rheometer. A parallel plate above the base can be lowered onto the test material. The plate is then twisted as sensors track the applied rotation and torque.

      Owens, who regularly uses a laboratory rheometer to test fluid materials such as 3D-printable inks, couldn’t help noting a similarity with sandwich cookies. As she writes in the new study:

      “Scientifically, sandwich cookies present a paradigmatic model of parallel plate rheometry in which a fluid sample, the cream, is held between two parallel plates, the wafers. When the wafers are counter-rotated, the cream deforms, flows, and ultimately fractures, leading to separation of the cookie into two pieces.”

      While Oreo cream may not appear to possess fluid-like properties, it is considered a “yield stress fluid” — a soft solid when unperturbed that can start to flow under enough stress, the way toothpaste, frosting, certain cosmetics, and concrete do.

      Curious as to whether others had explored the connection between Oreos and rheology, Owens found mention of a 2016 Princeton University study in which physicists first reported that indeed, when twisting Oreos by hand, the cream almost always came off on one wafer.

      “We wanted to build on this to see what actually causes this effect and if we could control it if we mounted the Oreos carefully onto our rheometer,” she says.

      Play video

      Cookie twist

      In an experiment that they would repeat for multiple cookies of various fillings and flavors, the researchers glued an Oreo to both the top and bottom plates of a rheometer and applied varying degrees of torque and angular rotation, noting the values  that successfully twisted each cookie apart. They plugged the measurements into equations to calculate the cream’s viscoelasticity, or flowability. For each experiment, they also noted the cream’s “post-mortem distribution,” or where the cream ended up after twisting open.

      In all, the team went through about 20 boxes of Oreos, including regular, Double Stuf, and Mega Stuf levels of filling, and regular, dark chocolate, and “golden” wafer flavors. Surprisingly, they found that no matter the amount of cream filling or flavor, the cream almost always separated onto one wafer.

      “We had expected an effect based on size,” Owens says. “If there was more cream between layers, it should be easier to deform. But that’s not actually the case.”

      Curiously, when they mapped each cookie’s result to its original position in the box, they noticed the cream tended to stick to the inward-facing wafer: Cookies on the left side of the box twisted such that the cream ended up on the right wafer, whereas cookies on the right side separated with cream mostly on the left wafer. They suspect this box distribution may be a result of post-manufacturing environmental effects, such as heating or jostling that may cause cream to peel slightly away from the outer wafers, even before twisting.

      The understanding gained from the properties of Oreo cream could potentially be applied to the design of other complex fluid materials.

      “My 3D printing fluids are in the same class of materials as Oreo cream,” she says. “So, this new understanding can help me better design ink when I’m trying to print flexible electronics from a slurry of carbon nanotubes, because they deform in almost exactly the same way.”

      As for the cookie itself, she suggests that if the inside of Oreo wafers were more textured, the cream might grip better onto both sides and split more evenly when twisted.

      “As they are now, we found there’s no trick to twisting that would split the cream evenly,” Owens concludes.

      This research was supported, in part, by the MIT UROP program and by the National Defense Science and Engineering Graduate Fellowship Program. More