| Country : | United States America |
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Assignment Task -
Abstract
In the context of a research skills class for undergraduates, we find that providing students background on the scientific method, literature review, writing an abstract, etc. leaves little time for exposing students to actual research. Previously in this class, one assignment involved student teams of four brainstorming for a short time before conducting an experiment that could be performed over a 1- hour period. Some of the experiments included: counting the number of cars of a particular color to estimate an entire population, characterizing the skittish behavior of squirrels, monitoring coffee preferences at a local Starbucks, and estimating the chance of receiving a ticket while parked illegally on campus. While the students enjoyed designing and performing these experiments, we felt the experience did not reflect the rigor that research and experimentation demand. To rectify this situation, we supplemented the data collection activity with a new project; an educational kit was used to provide a systematic procedure for fabricating a dye-sensitized solar cell (DSSC).
The kit presents an opportunity for students to fabricate devices as well as design a set of experiments for testing them with several options for controlled variables in a short amount of time.
I. INTRODUCTION
College professionals who recruit high school students into STEM majors, especially engineering, are being asked about undergraduate research opportunities. In our university, a program called the Emerging Scholars program was created to address this demand. In our program, incoming freshmen enroll in a one credit hour seminar course to prepare for research and find a faculty mentor. In the second semester, they conduct supervised research with that mentor for about six hours per week in a two-credit hour course that is graded on a pass/fail basis. The increasing popularity of the program has forced a class size limit. We have begun to investigate other ways to provide exposure to research that are less time and resource-intensive.
II. BACKGROUND
It is well known that introducing undergraduate students to research is one way to positively impact retention. Educators have observed that exposure to research is especially important for retention of first and second-year students as well as students underrepresented in STEM majors [2, 3]. Several authors cite the linkage of persistence in the major to career exploration through undergraduate research [4-7]. Positive correlations have been observed between enhanced research skills and improved confidence in addition to career aspirations [8-10]. An important observation by faculty mentors indicated that in addition to improved critical thinking and contextual problem solving, students involved in undergraduate research were building a science identity [11].
This building of community that seems to take place in research groups is a way to enhance This research project was sponsored by the NSF TUES program: technical knowledge and improve attitudes. One interesting Enhancing Undergraduate Research Opportunities (DUE-123096) and the NSF Research Experience for Undergraduates (REU) program (EEC1005191). 978-1-4799-3922-0/14/$31.00 ©2014 IEEE approach to creating community is a research-themed living-learning community developed by researchers at the University of Central Florida incorporating a research apprenticeship with preparatory coursework [12]. This team also provides training in mentoring for graduate students involved in the program [13].
Research universities have been slower than many institutions to recognize and address this issue [14] even though they confer approximately 30% of all baccalaureate degrees annually and a majority of science and engineering doctoral degrees [15]. In addition, these institutions are in a position to offer students the appropriate infrastructure for research. Important factors that help to make this endeavor successful include making research opportunities accessible, thereby cultivating a research culture involving undergraduates, providing an avenue to showcase their work, and providing administrative and financial support for programs [16]. III. SOLAR CELL FABRICATION Dye-sensitized solar cells (DSSCs) have attracted much attention due to their potential for a low-cost energy source. A great deal of research followed when relatively high-efficiency cells were reported in 1991 [17].
The principle of operation is based on the light sensitivity of a chemical, anthocyanin, naturally occurring in some berries. When light hits the cell, the anthocyanin molecules absorb the light and inject electrons into the conduction band of the semiconducting TiO2 layer. The anthocyanin oxidizes in this process. The electrons in the TiO2 migrate eventually hitting the conductive glass and flow as a current through the load. The electrons leave the load and go into the back conductive glass (counter electrode) where they reduce the triiodide ions into iodide ions using carbon as a catalyst to speed the reaction. Iodide ions then diffuse through the electrolyte and reduce the oxidized dye molecules. The iodide becomes triiodide again and reduced dye molecules are ready to convert more photons to current. Fabricating the DSSCs includes several steps. A titanium dioxide (TiO2) suspension was prepared before the session with students so it could equilibrate before being deposited. The suspension was created by adding nitric acid to colloidal TiO2 powder using a mortar and pestle to mix the two components together for 30 minutes inside a fume hood.
Once the mixture had a uniform consistency, a drop of surfactant was added to the suspension and then stored in a small bottle until the next day, when the lab was performed. On the day of the lab, five sets of the materials were placed on a lab bench so each of the students could make their own solar cell.
The first step performed by the students was to apply adhesive tape to the top faces of the glass slides to mask an area for the solar cell. Next, the TiO2 suspension was deposited onto the conductive side (tin oxide coated) of a glass slide. The oxide is transparent so a multimeter was used to determine the conductive side. The slides were then placed on a hotplate for 15 minutes to anneal the TiO2. While waiting for the annealing process, the students coated the conductive side of a second slide with a light carbon film using a soft graphite pencil.
III. SOLAR CELL FABRICATION
Dye-sensitized solar cells (DSSCs) have attracted much attention due to their potential for a low cost energy source. A great deal of research followed when relatively high efficiency cells were reported in 1991 [17]. The principle of operation is based on the light sensitivity of a chemical, anthocyanin, naturally occurring in some berries. When light hits the cell, the anthocyanin molecules absorb the light and inject electrons into the conduction band of the semiconducting TiO2 layer. The anthocyanin oxidizes in this process.
The electrons in the TiO2 migrate eventually hitting the conductive glass and flow as a current through the load. The electrons leave the load and go into the back conductive glass (counter electrode) where they reduce the triiodide ions into iodide ions using carbon as a catalyst to speed the reaction. Iodide ions then diffuse through the electrolyte and reduce the oxidized dye molecules. The iodide becomes triiodide again and reduced dye molecules are ready to convert more photons to current.
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