Questions related to Open Educational Resources
Mineralization of organic matter takes place either by direct or indirect oxidation in an electrochemical oxidation reactor. As per literatures both occurs at same time. How can we find which one is more dominant (direct / indirect) in a particular electrode. Can OER Potential estimation can help in determining this?
I am working on water splitting reaction , before i used std.Calomal electrode for that oer potential window is 0 to 0.8 vs SCE and for HER 0 to -0.8 ,now i am going to use Hg/Hgo what is the potential window for the OER and HER?
The OER implementation and use depends on many factors, both intrinsic and extrinsic, from those who use them. Developing countries have their own characteristics that affect the implementation of open educational resources.
In this article they said: (( According to Figure 4a and 4b, the Ru/RuO2@N-rGO possessed the highest OER performance, requiring the smallest overpotential of 255 mV to achieve a current density of 10 mA cm−2. )) in alkaline media ( KOH 1M ) and (( The electrocatalytic performance of Ru/RuO2@N-rGO in acidic solution (H2SO4 0.5 M ) was also evaluated for OER. A relatively low overpotentials of 234 mV (OER) were found at 10 mA cm−2. ))
Electrochemical water splitting:
Reduction at cathode: 2 H+(aq) + 2e− → H2(g)
Oxidation at anode: 2 H2O(l) → O2(g) + 4 H+(aq) + 4e−
I am adopting and adapting a survey which have 5 scales (commitment control, emotion control, ect) to measure self-regulation of language learning (a certain skill), the aim of the survey as I mentioned to measure the high and low self-regulation capacity among participants.
How can I use the questionnaire to generate more interesting findings? other than just the low and high self-regulation? can you inspire me with some creative ideas?
I was thinking to see gender differences among groups, and to add a part about socio-economic status.
Please inspire me with new ideas without having to make major changes to the survey. Let me know also the name of the tests required for the specific idea.
I am doing research in water-splitting/OER/HER applications, recently encounter the problems of explaining XPS shift resluts. I thought that when XPS shifts to higher binding energy, it means that the valence number of the atom is increased, and whether the performace will be better depends on different applications. But someome told me that if the XPS shifts to lower binding energy, the performance is usually better. Is it true? Thanks for answering.
I have Ni pieces (sheets) bought commercially. Is it necessary to clean the nickel before performing electrochemical characterization and if so, could someone suggest a suitable method to clean them?
Hoping for an answer.
I have plotted the potential in volts vs RHE against the log 10 of current. Does the slope of the linear region directly gives the tafel slope ?
Which porous materials (Micro/Meso/Macroporous) are very suitable for the electrocatalysis application (ORR, OER and HER)
What will be the next step for water splitting after so many efforts on HER and OER. it seems that most of the investigators are just doing synthesis. Is there any more scientific problem in this field?
my question is simple that the relative or total free energy required to split a h2o is 4.92 eV in any pH solution then how the total or relative energy is changed while calculating the Gibbs free energy as OER.
I would like to know how to calculate ECA (Electrochemical activity) of the catalyst on RDE for Oxygen Evolution Reaction (OER).
Does anyone know the formula to calculate ECA for OER? Is it similar to the formula used to calculate ECA for ORR?
Most of the research regarding hydrogen production by water electrolysis deals with improving catalysts for HER and OER. There are many papers claiming the production of low cost, yet Pt like catalytically active materials. Then why these works don't reflect in the real world yet? Are there more issues to solve? If yes, why most of the research still focuses on overcoming the overpotential (which is just in the order of mV)? I
What is the reason for the poor performance of the nitrogen-doped porous carbon-supported cobalt single atom material in ORR, OER, and HER?
If I have prepared different carbon catalysts by varying pyrolysis temperatures, what will be their effect on morphology or metal content.
And when used for HER and OER what will be its effect.
Dear RG community, I open this pedagogical eThread to have a friendly, and sincere discussion on the need to teach visualization in pure sciences starting at the high school level.
The idea comes to mind after finishing a short MOOC course on the need for visualization when teaching mathematics at a basic level, offered at the Open University in the UK.
I asked myself this morning the following elementary questions:
- "Do I really know how to vizualize a complex number z = x + i y?"
- "Did I try it myself at least once in my life as a science teacher to vizualize it on my own?"
I hope, you find it enriching. Thanks in advance to all participants.
Using visualization in maths teaching CC licensed at:
Tools & channels:
"Dutchsinse" recommended by a friend, Dr. Stephen L.
I am trying to build an aqueous and solid-state zinc-air battery that will utilize a 3-6M KOH solution as an electrolyte. I would like to order a current collector for the air-cathode side and I have been torn between Ti, Ni, or stainless steel mesh.
Both the Ti and Ni mesh are relatively expensive (£100+ for 15cm by 15cm meshes), with Ni possibly contributing to OER activity during charging however likely corrode to form NiO and Ti being generally known for its chemical stability. Furthermore what kind of wire thickness of the mesh would be most suitable? Am I correct in thinking that smaller wire mesh will provide greater contact area and oxygen permittivity, so I should aim for the smallest available?
Would someone kindly provide me with a little bit of advice on the matter? Many thanks
I used to use Kahoot! to start classes/topics in a flipped-classroom-course and students as well as me found it very helpful to identify topics to discuss further in class. However, now you have to pay for it to do so- since it is not even possible to link to learning-management-systems as Moodle, this policy-change was a good point to look out for something new.
What do you use? What could you recommend and what not? Which tools are, especially in context of GDPR(-hysteria), useful?
From a theoretical perspective, when we study the electrocatalytic efficiency of a modeled catalyst, we calculate its overpotential. Here the contribution of pH to energy change for each reaction step is given by (pHk_bTln10). Now the question is, we add the value ((pHk_bTln10)) to each reaction step, then the overall free energy change for each reaction step remains the same which means the overpotential will remain the same irrespective of what pH value we are studying.
I'm trying to model the overall energy balance of an electrolysis cell which utilizes an IrO2 anode (for an OER) and an Ag nanoparticle cathode. To find the overall cell potential I must first find the individual potentials of the electrodes.
What is the best approach to do this?
Can anyone comment on "what is the basis of choosing the CV potential range?" Usually for OER, for example, a potential range between -0.1 to 1 is chosen. While in this potential range OER does not happen. I'm looking for a reason to choose the CV potential range before onset potential reaction. Why take a CV in an area where the reaction does not begin?
It is noted that for OER process, the Gibbs reaction free energy is defined by
𝛥𝐺 = 𝛥𝐸 + 𝛥𝑍𝑃𝐸 − 𝑇𝛥𝑆 + 𝛥𝐺U + 𝛥𝐺PH
where the last term is the pH value correction.
How this term affect the Free energy diagram for four-electron transfer of ORR process?
The deltaG1, deltaG2,.. in pH = 0 are different from those deltaG1, deltaG2,.. in pH = 14?
In the alkaline condition (pH = 14), the calculated overpotential is different from that in adic condition (pH=0)?
I want to examine the durability of my bifunctional electrocatalysts for HER and OER by performing chronopotentiometry experiment using CHI608 instrument. I am planning to fix the current densities at 1 mA/cm2 for OER (@0.8 V vs. Ag/AgCl) and -1 mA/cm2 for HER (@-1.4 V vs. Ag/AgCl). Unfortunately, I cannot set the parameters to switch between cathodic and anodic potential. I would appreciate if you can help me to set the parameters properly for chronopotentiometry under alternating catalytic current? I have attached the table of parameters below. (lets say the total time is 100 s and each cycle 5 s)
I'm trying to use Ni foil as working electrode, so I have to find a method to ensure its repeatability. I noticed some researchers have ever tried electropolish in 85% phosphorus acid, but they didn't offer the specific parameters for this process. I have tried it in two electrode system, the voltage was set as 2.1V-3V for 1800s, but the anode current was quite low compared to Cu foil electropolish and the polish effect is not good enough. If I continue to increase the voltage, OER would be very strong in anode.
Looking forward to your help!
What type of project is the most frequent, the research project, the developmental project, both? What part of Educational Technology and e-Learning is currently the most frequent subject of the projects? Is Artificial Intelligence involved in some way?
The resistance between reference and working electrode is known as (Rs) I.e. solution resistance while charge transfer resistance (Rct), is the resistance between working electrode and solution. These are the two important values which one want to know in order to investigate the Kinetics of particular electrode.
Electrochemists are requested to suggest the recommended potential and other parameter to get EIS of samples in solution for studying OER kinetics of electrodes.
Thanking in advance.
Due to Covid 19 Pandemic, universities are delivering online courses now. We are all teaching online and assessing our students' performance. Which one is the best online learning management system according to your experiences? What is your option for assessment and evaluation?
I am studying electrochemical oxygen evolution reaction (OER).
So far, I couldn't understand about the EIS.
I am trying to learn EIS, but I'm still confused data analysis.
I want to know what the height of semicircles means in EIS.
From what I have found, it is related to capacitance. Is it true?
I attached one figure. Based on the figure, the values of Rct are similar between both (black and red).
But the height is different. Is it CPE?
Actually based on other data(overpotential, tafel plot), I thought red material is better OER catalyst than black material.
I tried using EIS data to explain why red show better OER activity than black, but I can't because there are no differece in Rct. This is not what I expected.
Can anyone explain this for me?
I work on water splitting. this graph confuse me a lot..can any one suggest what's wrong in it . when I check the publications it look like HER graph ..is this related HER or OER ?
thanks in advance
I am involving in a research study to analyse the academic perspective on adopting OEP for undergraduate formal teaching. Can you please suggest interview questions which can effectively get the answers from the academics to analyse their view in the above-mentioned context?
Can anyone please explain why most of the reported articles performed the OER measurements in 1M electrolytes?
In the last months, researchs around the World have talked about Open Resources? The neccesity of share our investigations as a way to improve our general knowledge.
So I would like to ask you about your comments in this topic. Especially about your interest on this topic.
In order to begin with I invite you to write some webpages where you are used to search OER (Open Educational Resources)
Sharing at least one guideline for beginners in this field.
And finally sharing one of your resources that you have created with the creative commos or other licence
I am trying to calculate specific capacitance of my Metal Oxide electrodes such as NiOx, AuOx, PtOx etc. From detailed discussion in literate I found following equation.
Csp= Area under the CV curve/2(scan rate x voltage window x mass of the material)
In a typical CV we observe Faradaic regions including OER, HER, Metal redox reaction region some what in between OER and HER and non-faradaic region.
My question is for specific capacitance measurements what should be optimal potential window?
In some papers researchers are using metal redox region of CV later on integrating it, Some used metal redox region for metal oxide electrodes after subtracting oxidation and reduction peak integration from overall CV (redox region) integration.
I wonder why they are choosing redox region of CV???
Can we just use non-faradaic region rather than subtracting faradaic peak integration from total E/I integration curve?
Please give some details on selecting capacitive or charge accumulation region from CV curve.
Thank you in advance.
1- Unglamorous can be stronger/ better than glamorous.
Example of a demonstration for this concept:
Mosquitoes are more deadly than lions
2- A similar over-lapping concept is Low-hanging fruits: Easier action can lead to higher rewards than more difficult action. For example, playing basketball is enjoyable for me. It doesn’t take much motivation to get me going. Showering in icy cold water is painful. Yet, it could be the case that the impact of playing basketball is actually healthier than icy cold showering (just giving this as an example. I could then show a video of someone swimming in icy cold water).
My Request: Suggest Demonstrations for this Concept
I'm looking for resources (videos, pictures, games, activities, articles etc..) that would explain or illustrate (this) concept in an engaging and/or simple way especially to a lay audience. It could be a straightforward explanation like this A video explaining the concept "Co-relation does not equal causation"
where the original intent of the video is to explain this concept. Or ,You can be creative; this illustration does not need to be originally made to explain this concept. The analogy can be made independently of the original intention of the resource. For example, if the concept is flexibility in your career, I can find a video of a person demonstrating physical flexibility even though the original intent of the video is not about career flexibility. (For more on what I mean by concept-demonstrating resources, see https://www.researchgate.net/post/List_of_Concept-Demonstrating_Resources
Please put your suggestion in the comments section below.
I'm a researcher who prepares content for workshops. Here are some lists I compiled to help me find concept-demonstrating resources
"8ACTIVITIES" to "b BRAINSTORMING WITH OTHERS"
Request: It would be helpful for me to add to this collection. Please suggest in the comments section any other resources I could add.
Types of demonstrations
I'm looking for resources (videos, pictures, games, activities, articles etc..) that would explain or illustrate a concept in an engaging and/or simple way especially to a lay audience. It could be a straightforward explanation like this A video explaining the concept "Co-relation does not equal causation"
where the original intent of the video is to explain this concept. Or ,You can be creative; this illustration does not need to be originally made to explain this concept. The analogy can be made independently of the original intention of the resource. For example, if the concept is flexibility in your career, I can find a video of a person demonstrating physical flexibility even though the original intent of the video is not about career flexibility.
Please put your suggestion in the comments section below.
I attached a document showing two tables of examples on resources and demonstrations.
The question is; trends in Distance Education activities show them to be organized mainly inside a close platform or activities mainly are organized and executed in open environments, like social networks and other Web 2.0 resources, conforming Personal Learning Environment? Is compatible current trends in open education with using close platforms? Or might be there will be a systemic combination of both scenarios?
Comments will be appreciated.
I'm working on OER. I found that with my material (a high surface area electrode), the Tafel slope is much smaller than a low surface area electrode with the same surface. Is that normal? Can someone explain to me the relation between surface area and Tafel slope?
I know that the Tafel slope is closely related to the charge transfer coefficient, which is largely dependant on the charge transfer resistance (is that true?). Does the charge transfer resistance follow this rule?
Resistance = Resistivity * Length / Area
If so, I guess the bigger surface area, the smaller resistance, and thus smaller Tafel slope. Does this make sense?
There are a lot of efforts for create OER (Open Educational Resources). But in this case, we would like to know.
What steps do you follow when you create your OER ?
Do you put some licensing ?
Have you in mind the licensing of resources when you are teaching?
If you know some guide or roadmap to put in common with our teachers. I would be glad to disscuss about that
Concepts can be understood intuitively, as it takes place in natural, colloquial language; usually in those cases, the content of concepts differs, depending on several factors.
On the other hand, several concepts are part of theories or ideas systems, where they have more or less precise, specific meaning, expressed by means of definitions, depending on how rigorous or not is the given theoretical context. Those definitions can be, in several cases, an abstraction, a more general concept, than that used in everyday practice.
In the concrete case of openness, is Topology the theory where one can find the most abstract definition? The essential content of "to be opened" in colloquial language is "caught" by corresponding topological definition? Or, is there a more abstract definition?
input: amino acid sequence
output: potential protein binding partners to sequence
Thanks for taking the time to address my question.
Hi all, I am teaching a machine design class in the spring semester. However, the name is a bit of a misnomer, it's really more about machine components. We'll do some advance mechanics of materials, failure theory, and machine components such as gears, power screws, bearings, etc. I'd like to avoid using a textbook, and I was wondering if anyone has thoughts on some good OERs to use for the class.
I am looking for datasets that I can use for testing Recommender Systems in Learning. Some of the datasets used in the literature  includes the TravelWell, the MACE, and the Mendeley datasets. The links provided in  are not longer available and I could not find them anywhere. Where I can find these datasets?
 Dataset-driven Research for Improving Recommender Systems for Learning. Katrien Verbert et al.
 Which Algorithms Suit Which Learning Environments? A Comparative Study of Recommender Systems in TEL. Simone Kopeinik et al.
I'm using carbon paper coated with a platinum catalyst (along with 50% by wt Nafion binder) as electrodes for hydrogen/oxygen evolution reactions. In 0.1M NaOH solution, at 2V a brown color appears and the catalyst leaches out from the carbon paper. What should I do?
UNESCO (2002, p: 24) defines OER as: "The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes"
What about the interference between safflower genotypes and Orobanch?
Safflower planting methods via seedling or seeds may be affecting on the ;relationship with Orobanch
I want to know all variables -and items- related to student perception of OER and their impact on pedagogical issues.
One Laptop Per Child (OLPC) program was launched in 2005. There have been research studies which evaluated OLPC program. I have gone through such initial studies. I'm looking for recent studies (2013 onwards).
I am interested in developing a digital literacy course at the graduate level. Can anyone identify a good easily accessible Open Educational Resource (OER) for this purpose?
Many libraries (especially in developing and under-developed countries) rely on OERs to provide information for their patrons. What I have noticed however is that these resources are many and scattered all over the internet. What is a good way to gather all these reources and organize so that patrons have everything in one place and able to search and access easily?
I am just wondering if anyone did also research on this topic - we currently published our results (https://www.researchgate.net/publication/269165926_REVENUE_VS._COSTS_OF_MOOC_PLATFORMS._DISCUSSION_OF_BUSINESS_MODELS_FOR_XMOOC_PROVIDERS_BASED_ON_EMPIRICAL_FINDINGS_AND_EXPERIENCES_DURING_IMPLEMENTATION_OF_THE_PROJECT_IMOOX) and asking for another opinions on that topic
Conference Paper Revenue vs. costs of MOOC platforms. Discussion of business ...
"Over the last five years, FCT has actively participated in implementing Open Access strategies, namely by supporting RCAAP and, recently, by launching a public consultation on proposals for policies on Open Access.
The FCT Policies on Open Access are a direct outcome of the public consultation. They encompass guidelines for free, online access to peer-reviewed publications and data arising from FCT funding. The policies came into force on 5 May 2014."
How could educational web resources be optimized, considering the results of web analytic? What could the essential factors to be considered be, in order to develop that strategy?
Have ontologies been applied in this process?
Scan the questions sections for #OpenScience, #Science20, #OpenAccess and you will notice that the vast majority by far, are spending significant Q&A on what is wrong with Open Science, what does not work, and what could (or has) horribly gone wrong. Makes you wonder how high the h-index on those questions gets, and how representative that is of reality.
Although exposing fraud, plagiarism, bad publisher service, and poor quality is essential to prevent other falling victim, it is hardly as inspiring or motivating. Actually, it can give the wrong impression to the novice, and be dangerous.
So, let's balance the discussion and focus on the what works, by apply the scientific method to gauge the positive side of #OpenScience (if any). There are many shining examples of how #OpenScience can boost your career profile, on the way to that tenure.
OS practioners, we know you are out there, so don't be shy and tell us how you integrate OS in your daily workflow, and in what measurable ways does #OpenScience contribute to your profile and impact?
With the high cost of journals and electronic databases many people cannot afford to purchase. Open Educational Resources are now an alternative, do you trust these resources?
So many MOOC now available. Are they helpful in deaf education? Some courses have subtitles. Are there any features that can be included in MOOC to make it more deaf friendly?