Category: Jessica Gerwin

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A Behind the Scenes Look into the Lawrence Berkeley Lab with Polite Stewart

by Jessica Gerwin, Drake HS

What makes Polite (pronounced “po-leet”) Stewart stand out from any other person working in the Advanced Light Source department at the Lawrence Berkeley Lab? The answer is that Polite is only nineteen years old. His remarkable story begins with a young boy who has a knack for learning.


Ever since an early age, Polite’s parents could tell that he picked up new concepts at a much faster rate than other kids. After being enrolled in the Baton Rouge University at fourteen years old, Polite entered the Timbuktu program there which is designed to focus on studying advanced subjects of English and math. Polite excelled in his academic experience there and became one of the youngest graduates of the university’s 132 year history. His passion for physics can be expressed in his current work with the Advanced Light Source (ALS) at the Lawrence Berkeley Lab.

What is the Advanced Light Source?  “Think of it as one of the world’s most powerful microscopes. With such a tool, scientists and industry can study materials at the molecular level, such as improving the physical structure of pharmaceutical drugs to increase effectiveness, studying the degradation of materials in batteries to build energy storage devices that last longer, and identifying how the molecular structure of solar cells impedes energy conversion efficiency.” [1]

In the interview below, Polite talks about his work at the lab and provides valuable insights on how to strive reach your highest potential level of success.  His topic is highly specific so some here are some explanations of terms.

Terms:

  • Postbac – Post Baccalaureate (a college level degree)
  • ALS –  The Advanced Light Source is a specialized particle accelerator that generates bright beams of x rays for scientific research. [2]
  • How the ALS works – Electron bunches traveling nearly the speed of light, when forced into a circular path by magnets, emit bright ultraviolet and x-ray light that is directed down beam lines or tubes to different research labs. [2]
  • How Bright Is It? – The ALS produces light that is one billion times brighter than the sun. This tool offers research in materials science, biology, chemistry, physics, and the environmental sciences.  
The Berkeley Lawrence Lab

Interview:

1. What first sparked your interest in physics?
  • My interest in physics is related to kinetics (motion) Newtonian physics, and that interest was piqued because I knew it would be useful to know about force transmission in the martial arts. It also helped me gain a better understanding of mathematics, engineering, and chemistry via research and self-study; everything is connected. My true interest is bio-engineering. I plan to research neuro-muscular theory to help people improve and repair lost neuron connection.
2. What specific topic are you studying?   

  •       At the moment, I work with hard X-Ray Scattering, specifically Small-Angle(SAXS) and Wide-Angle(WAXS). X-ray scattering is an analysis technique that uses x-rays to determine the structural formation of an object. At my beam line, 7.3.3, we specialize in protein, block co-polymer, polymer, and semi-conductor based samples. Transmission SAXS/WAXS is used to view a sample’s interior; whereas, Grazing Incidence(GISAXS/GIWAXS) is used to look at the surface structure of a sample.

    X-Ray Scattering machine
    Image Credits: http://www.saxswaxs.com
    3. You are working with very sophisticated machines and ideas. Can you explain to high schoolers what the synchrotron does?
    •       A synchrotron is a huge particle accelerator that uses magnets to control electron bunches. The electron bunches are what make up the particle beam that each beam line end station (workplace) uses. The particle beam at our synchrotron is only a few micrometers wide and over 10x brighter than the sun.
    4. Why is a synchrotron important?
    •      Well, that has a very long answer. The simplest answer would be to state that the aforementioned electron bunches are necessary to irradiate samples and therefore extract data…but, let’s go deeper than that. First, a synchrotron is a just another version of the particle accelerator. So, we must determine why a particle accelerator is useful. Fundamentally, it is known that everything in this world is made up of atoms and molecules. There are smaller particles but we will only concern ourselves with the structures, for now, and not their components. Atoms and molecules are, of course, too small to see with the naked eye so, in essence, particle acceleration is our window into the world of the micro- and nano-structures.
    •       How does this work? The electron bunches are sped up to a very high constant speed and then the bunches are sent down each individual beam line’s lead tunnel. The light is then rammed into your sample. When this occurs, the electrons in the beam will then collide with atomic and molecular structure of your sample. This will cause photons (light emission from the bouncing of electrons in particle space) to be emitted. This emission is then recorded and visualized as a scattering profile. This means that a synchrotron is very useful for allowing us to see the unseen. It is one of the many windows that helps us to understand the results of biology, chemistry, and engineering as a whole.

    5. What do you hope to learn from this research?
    •       This research has only one real goal. It is to speed up the progress of science. At the synchrotron, there is something called beamtime. Beamtime is the experiment time given to each scientist who writes a proposal to use our beam line. This implies that many research groups frequent our beam line and the synchrotron itself. My job, and my employers’, is to aid in the experimentation process. This increases (research) paper output, which in turn increases the output of scientific knowledge, and eventually improves consumer life (i.e. you).

    6. Is this something that will help everyday people or businesses? Or both?
    •       The research that we do at the Advanced Light Source (ALS) is designed to help the commercial (consumer) and financial (business) sectors because helping the commercial automatically helps the financial.
    7. How long do your projects take? 
    •       I have two jobs as a student researcher on the beam line: help the users (various research groups) at the beam line and write programs/make changes to enhance, and increase the efficiency of, the beam line. User assistance only lasts as long as the given research group’s experiments. On the other hand, enhancement of the beam line will never stop.
    8. What is a typical day in the lab like?
    •       There is no such thing as a typical day, but I would say days normally start off with determining whether users are present. If they are, the whole day is generally devoted to helping them with experiment setup and execution. If there are no users, then the morning might be spent cleaning the beam line and the remaining afternoon would be devoted to programming.
    9. Where do you see yourself going?
    •       Currently, I see myself working for another year. Hopefully, it will be with Lawrence Berkeley Lab in the life sciences department. If not, I will apply to other labs and try to get a biological position. In the future, I would like to get a Masters in Bio-Engineering, possibly from Berkeley, and then go overseas to get my PH.D. and do my post-doc in Japan.
    10. What do you recommend high school students do to get involved in research?
    •       This is a difficult question. The first step is to cultivate and maintain a self-driving spirit and will. From a different take, I’m saying that, first and foremost, the level to which you want to learn determines how much you learn. Effort and excellence are proportional; even you don’t see the results immediately.
    •       Now that effort has been determined as the essential element, let us discuss the limiting factor: resources. Resources (lab equipment and opportunities) are hard to acquire and difficult to locate. However, there is a hack…and then there’s a cheat code. I know they sound the same but they most certainly are not. The cheat code are summer programs. Look up as many as you can, find the ones that interest you, and apply with all the initiative you can possibly muster.
    •       Finally, the hack is the ability to network. How do you develop this hack? Talk to anyone and everyone who gives off a positive light. In school, on the street, in the store, at home, and especially at a place you would love to work at in the future. The key to your success is your voice and your ability to use it. When you see a person who could benefit you, address him/her, introduce yourself, and begin to discuss how you could help them and they can help you. Only practice can make you adept at communication, but once you can talk with poise and demonstrate mental rigor…there will be no limiting you or the passion which you hold in your heart.

        References:

       [1] The Collective Energy.  “Part 2: The Mad Scientists at the Department of Energy’s National Laboratories”  Sept 23, 2013. <http://theenergycollective.com/mstepp/277291/pt-2-mad-scientists-department-energy-s-national-laboratories>.

       [2] “Advanced Light Source.” Wikipedia. Wikimedia Foundation, 17 July 2013. Web. 03 Nov. 2013. <http://en.wikipedia.org/wiki/Advanced_Light_Source>.   

        The Advanced Light Source – A Tool for Solving the Mysteries of Materials.” Advanced Light Source. N.p., n.d. Web. 03 Nov. 2013. <http://www.lbl.gov/MicroWorlds/ALSTool/>. 

        Further Reading:

        Learn more about Polite by clicking on the links below.
        What is the Berkeley Lawrence Lab all about? To learn more about getting involved, click here.

       Click here to see an interactive map of the Lawrence Berkeley Lab!
       See the Advanced Light Source Quick Facts in a pdf here.
       
       See the flyer for Polite’s upcoming presentation here.

       – Jessica Gerwin

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    Public Health Plays More Roles In Your Life Than You May Think

    by Jessica Gerwin, Drake HS

    When you hear the term public health, ideas that may come to mind might be about immunizations or food recalls. However, many of us don’t realize how big of a role public health plays in our everyday lives.  From the faucets that we fill our drinking cups with to the seat belts that we wear in our cars, almost all aspects of our well being relate to Public Health in some way. On October 16th, 2013 Julie Pettijohn did an exemplary job of explaining the topic of public health and talked about what being in the field really involves. As an industrial hygienist, a typical work day for Julie is not just filling out paperwork in an office. Wearing a full outfit of protective gear, Julie often goes to a site to detect possible lead amounts in a work environment. Her job keeps us safe by enforcing the proper health requirements. The work and service of people like Julie in the public health field may often be taken for granted. Nevertheless, by attending the seminar many of us learned that being in the field is not just a job, it is establishing safe and healthy ways of life. I had the honor of asking Julie some questions about both herself and her field. Our interview is below.


    1.) I’d like to learn a little about you. What made you decide to go into biology and then public health?


            I have been interested in science since junior high (now called middle school). I had a fantastic physical science teacher that really brought science to life for me. His teaching was unconventional, and his class time was spent mostly applying scientific principles through experiments instead of reading a text book. I was also a child of parents that went to community college while my sibling and I were kids. My parents met a fantastic professor that later became our good family friend. He was a Native American expert and professor of astronomy and geology. We would spend evenings at his home looking through his telescope and I often attended his college geology field trips along with my parents. While in college, I first majored in biological sciences and completed internships at the local community health center; I was thinking of going to medical school after graduation. I was fortunate to attend UC Santa Barbara, a university that is well known for aquatic biology coursework. I switched majors midway through college from biological sciences to aquatic biology and graduated with a degree in this major. This was done to pursue my due to my deep love of the ocean. My first ‘real’ job was with a state department, where I was a contractor working on public health issues related to fish contamination. My mentors at that position encouraged me to get a Master’s Degree in public health, where I could continue to learn about issues related to health, but also environmental issues, thus combining two of my interests (health and the environment).

    2.)  I think that public health and public policy are difficult subjects for teenagers to relate to. Can you explain the role of public health in Marin County?


            I work at the state level, so I’m not as knowledgeable about public health issues in Marin County. However, the County Public Health Department provides a number of direct services to Marin residents and the one that I am most familiar with is Childhood Lead Poisoning Prevention. County public health nurses and environmental health specialists conduct home visits where children have elevated blood lead levels, putting them at lifelong risk for learning and behavioral problems. The purpose of these site visits is to determine possible sources of the lead in the child’s environment, so that they can be reduced or eliminated.. See http://www.marinhhs.org/content/public-health-updates for some public health updates for Marin. My talk will include asking teens questions, and by the responses that I anticipate, I’m pretty sure that most of them know quite a bit about public health already, but may not automatically associate this knowledge with the field of public health.
    3.)  Can you talk a little bit about the sampling equipment you are bringing? What are you sampling for? What personal protective equipment are you bringing?

            I’m bringing with me air monitoring equipment. I use the air monitoring equipment to measure lead in workplace air to assess if workers are being excessively exposed above legal limits and to make recommendations on lead safety. I’m also bringing lead check swabs which are used for immediately assessing the presence of lead surface contamination or the presence of lead in paint. I’ll be demonstrating the use of these during the talk. I’ll also be bringing wipe sampling equipment that can be used for quantitatively determining the amount of lead (or other metals) on surfaces in workplaces, homes, and other places of interest. As for personal protective equipment, I’ll be bringing respiratory protection used for reducing the amount of a chemical of concern (like lead) that may breathed in by workers in workplace air. I’ll also be showing tyvek coveralls which are worn in many industries to keep lead (also other contaminants) from contaminating your street clothes while working. I’ll be bringing a hard hat, gloves, and a traffic safety vest too.
    4.)  What are a few examples global climate change that are impacting Marin County?

            Extremes in weather, flooding, and water quality issues.
    5). What do you consider to be the largest public health issue involving teens in Marin County?

            This is a great question. From my perspective, public health issues that affect Marin teens are wellness and injury prevention. What I mean by this is that teens should be thinking about personal physical fitness and nutrition. Many teens in our Country are unfortunately overweight putting them at risk for lifelong health issues, particularly as they age (heart disease, diabetes, etc.). In addition, teens are often new and inexperienced drivers, new to employment outside the home, may become sexually active for the first time and may have peer pressure to drink alcohol or take illegal substances. As a result, teens are at greater risk for accidents, particularly on the road, in the workplace, and may be exposed to sexually transmitted diseases, which if left untreated, can have serious health consequences. Besides this, a goal of my talk is to get teens to also think about global climate change and things that they can do to help.
    6.)  What steps can our community take to better ourselves on these issues?

    Get informed and get involved in the issues, and take care of your health to prevent or reduce future injury or illness.
    7.)  Is there anything else that you’ll be talking about?

                  The field of industrial hygiene, the program that I work for (Occupational Lead Poisoning Prevention Program of the California Department of Public Health), how lead impacts your health, where lead is found in various industries, and recent work by CDPH on making recommendations to reduce the allowable levels of lead in workplaces, which would be a major change in public health policy for lead workplaces. Also, I’ll briefly cover some career opportunities in public health.

    Julie is one of the many people that work in the STEM field (Science, Technology, Engineering, Math). If you are interested in learning more about these fields or just science in general, attending a Marin Science Seminar can be a great way to expose yourself to new topics and learn about a few different environments. Come check out our next seminar on October 23rd “Making Medicine Safer – Drugs, Devices, Software and More” presented by Dr. Wallace. The seminar will take place at Terra Linda High School in Room 207 so come check it out!

    October is Nova’s “Innovation Month”. You can learn more about different seminars that are taking place by clicking on the link below.

    -Jessica Gerwin

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