TiO2/ZnO nanocomposites were prepared by the sol-gel method with and without addatives such as carboxy methyl cellulose (CMC), poly(ethylene glycol) (PEG), polyvinylpyrrolidon, (PVP), and hydroxylpropylcellulose (HPC). The characteristics of the prepared TiO2/ZnO nanocomposites were identified by IR spectra, X-ray diffraction (XRD), scanning electron microscopy (SEM), and energy dispersive X-ray spectroscopy (EDS) methods. The additives have a significant effect on the particle size distribution and photocatalytic activity of TiO2/ZnO nanocomposites. The photocatalytic activity of the synthesized nanocomposites was investigated for decolorization of methyl orange (MO) in water under UV-irradiation in a batch reactor and the results showed that the photocatalytic activity of the nanocomposites have been increased by CMC, PEG, PVP, and HPC, respectively. SEM has shown that the particle size distribution of TiO2/ZnO nanocomposite in the presence of HPC was better than the other samples.
The TiO2/ZnO, Al-TiO2/ZnO and Fe-TiO2/ZnO nanocomposites as photocatalysts were prepared by the sol-gel method. The structures and properties were recognized with fourier transform infrared spectroscopy, scanning electron microscopy and X-ray diffraction methods. The XRD studies showed that addition of aluminum and iron to TiO2/ZnO affected on the particle size of nanocomposite. UV-visible spectrophotometry was used to determine dye concentration. The photocatalytic activity of the synthesized nanocomposites was investigated for decolorization of methyl orange and methylene blue in water under UV irradiation in a batch reactor. The results revealed that the photocatalytic activity of the nanocomposites for decolorization of methylene blue was better than methyl orange.
Virtual chemistry laboratories (VCLs) are the alternative solutions of the physical laboratories, where students can virtually conduct their experiments with a lower cost, and in an efficient and safer way. Considering the importance of technology-enhanced learning and that of the experimental study, several VCLs have been proposed. However, the existing VCLs are static and only provide the simulation of pre-defined experiments, procedures, or safety procedures and cannot be adapted according to the students’ level or new experimental tasks. In this paper, we proposed a dynamic virtual chemistry lab (DVCL) where instructors or experts are allowed to add a new chemical experiment by adding its apparatus, chemicals, glassware, and mechanism or add something new to its properties. We conducted a subjective study with field experts to investigate the effect of proposed DVCL in secondary school chemistry education. During evaluation, twenty-seven field experts were participated and evaluated the proposed DVCL with system usability scale (SUS)-questionnaire and by a simple questionnaire. The results showed that the proposed DVCL is very helpful for students’ performance and mental modeling and also for effortlessly uplifting their knowledge for hands-on experiments.
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