Rational screening low-cost counter electrodes for dye-sensitized solar cells

Dye-sensitized solar cells have attracted intense research attention owing to their ease of fabrication, cost-effectiveness and high efficiency in converting solar energy. Noble platinum is generally used as catalytic counter electrode for redox mediators in electrolyte solution. Unfortunately, platinum is expensive and non-sustainable for long-term applications. Therefore, researchers are facing with the challenge of developing low-cost and earth-abundant alternatives. So far, rational screening of non-platinum counter electrodes has been hamstrung by the lack of understanding about the electrocatalytic process of redox mediators on various counter electrodes. Here, using first-principle quantum chemical calculations, we studied the electrocatalytic process of redox mediators and predicted electrocatalytic activity of potential semiconductor counter electrodes. On the basis of theoretical predictions, we successfully used rust (alpha-Fe2O3) as a new counter electrode catalyst, which demonstrates promising electrocatalytic activity towards triiodide reduction at a rate comparable to platinum.

Oxidation-induced Cu coating on steel surface

Copper is accumulated in recycled steels and is difficult to be removed during steelmaking processes when steel scrap is used as steel sources. Meanwhile, copper characteristics are of importance both to human beings and to animals and plants. In this paper, integrated copper coating was observed on the surface of copper-containing steels when the steels were heated at around 1150°C. However, the copper was separately scattered in and under the surface rust after heating at 1000°C. The forming mechanisms of copper coating are discussed in detail. By choosing a proper descaling reagent, self-generated oxidation-induced copper coating appeared on the steel surface. The method proposed in this work is environmentally friendly for nontoxic chemicals being used. In addition, this provides a new concept for producing protective composite by oxidizing from the substrate directly and there is no bonding problem.

Preparing assessments and examinations. Common errors and good practice.

Assessment forms an important part of the student learning experience and students place a high value on the quality of feedback that they receive from academic staff on where they might improve on their examinations or assignments. However while feedback is important the quality of the actual assessment itself before students undertake an examination or commence writing an assignment is also important. It is imperative that students are clear in their understanding of what is expected of them in order to achieve a particular grade and that there is lack of ambiguity in examinations or assignments. Biggs (2003) highlighted the importance of clarity in what students are expected to be able to do at the end of a unit of study, and that intended learning outcomes should be clearly aligned to the assessment and communicated to students so that they can structure their learning activities to optimize their assessment performance. However as Rust (2002) highlighted there are often inconsistencies in assessment practices ranging from a mis-match of assessment and learning outcomes to the inclusion of additional learning criteria and lack of clarity in the instructions. Such inconsistencies and unacceptable errors in examination papers can undermine student confidence in the assessment process
In order to try and minimise such inconsistencies an internal assessment group was set up October 2013 within the School of Nursing and Midwifery at Queens University Belfast, consisting of representative academic staff from across the range of undergraduate and post graduate courses in nursing and midwifery. The assessment group was to be a point of reference for all school examinations with a particular remit to develop an assessment strategy for all nursing and midwifery programmes and to ensure that all assessments comply with current best practice and with Nursing and Midwifery Council (NMC) requirements.
Aim
This paper aims to highlight some examples of good practice and common errors that were found in assignments and examinations that were submitted to the assessment group for review.
References

Biggs. J. (2003) Teaching for Quality Learning at University – What the Student Does 2nd Edition SRHE / Open University Press, Buckingham.
Rust, C.( 2002) The impact of assessment on student learning, Active Learning in Higher education Vol3(2):145-158