The Grätzel Solar Cell: A Proposal for Interdisciplinary Experimentation

Abstract

In this article an experimental work was evaluated to explore and disseminate solar energy thematic in an interdisciplinary way to different undergraduate courses. Initially the work was proposed as an activity of a post-graduation discipline for master and doctorate students. From this activity, it was applied an experiment on dye-sensitized solar cells, evaluated in different undergraduate courses in the form of short courses. Dye-sensitized solar cells were mounted by students, to better understand the construction and operation of these cells. Some adaptations were developed in the experiment for the classroom environment, for easier execution of the experiment. The knowledge obtained by students was evaluated from a questionnaire and the results are discussed. The adaptation of an experimental route involving solar cells in the undergraduate environment positively influenced the education of students.Keywords: Solar cell; chemistry education; interdisciplinarity. ResumoNesse artigo um experimento foi avaliado para explorar e difundir a temática de energia solar em um contexto interdisciplinar para diferentes cursos de graduação. Inicialmente o trabalho foi proposto como uma atividade de uma disciplina de pós-graduação para alunos de mestrado e doutorado. A partir dessa atividade, foi aplicado um experimento envolvendo células solares sensibilizadas por corante, avaliada em diferentes cursos de graduação na forma de minicursos. Células solares sensibilizadas por corante foram montadas pelos estudantes, para melhor compreensão sobre a construção e operação dessas células. Foram desenvolvidas algumas adaptações no experimento para o ambiente de sala de aula, facilitando sua execução, fora de um laboratório de pesquisa. Os conhecimentos obtidos pelos estudantes foram avaliados a partir de um questionário e seus resultados são discutidos. A adaptação de um roteiro experimental envolvendo células solares no ambiente de graduação influenciou positivamente na formação dos alunos.Palavras-chave: Célula solar; educação química; interdisciplinaridade.

COMPARATIVE STUDY OF TiO2 AND ZnO APPLICATION IN HYBRID SOLAR CELLS USING COPOLYMER P3OT/P3MT

“…Fan et al, 17 reported nanosphere formation from this production method using others precursors, specifically hexamethylenetetramine, (CH 2 ) 6 N 4 , zinc nitrate (Zn(NO 3 ) 2 ), and Na 3 C 6 H 5 O 7, as a surfactant. 18 The TiO 2 particles did not exhibit a well-defined morphology, instead of taking the form of clusters. According to Costa et al, 19 Pratsinis, 20 and Hong et al, 21 particles smaller than 1 μm tend to agglomerate because of the high surface energy associated with the extensive surface area of such small particles.…”

Research Insights and Challenges of Secondary School Energy Education: A Dye-Sensitized Solar Cells Case Study

“…Enciso et al [21] used open-source microcontrollers and DSSCs to help students learn basic principles from practical applications. Mayrinck et al developed an interdisciplinary undergraduate course that focused on a hands-on experiment using a DSSC module [24] We incorporated DSSCs into teaching modules in which students could use screen printing technology to connect DSSCs in parallel to increase current flow. Students could thus make their own DSSCs that were capable of powering a small fan motor.…”

“…In transdisciplinary research, investigators step outside the boundaries of their known areas of inquiry to create a separate intellectual space. Within an interdisciplinary space, researchers inform each other's perspectives and compare results through the transfer of knowledge across disciplines [23][24][25]. The hands-on DSSC course addresses two major aspects (Figure 3).…”

“…Engineering literacy refers to using the process and development of engineering design to enable students to solve difficult problems and naturally increase their own interest. Lastly, mathematics literacy refers to students being able to analyze and interpret mathematics in different scenarios, using mathematical concepts, facts, and tools to interpret phenomena [21][22][23][24][25][26][27].…”

“…Wenning [20] posited six levels to inquiry and practice approaches: (1) Discovery Learning, (2) Interactive Demonstration, (3) Inquiry Lesson, (4) Inquiry Labs, (5) Real-World Application, and (6) Hypothetical Explanation (Table 1), which are important for multidisciplinary sustainability education [21][22][23][24]. For our work, we developed a hands-on DSSC course that integrated transdisciplinary and interdisciplinary approaches including sustainability, renewable energy, solar energy, environment, science, technology, engineering, and mathematics (Figure 1).…”