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Um die Wasserstofftechnik in Zukunft wirtschaftlich und damit kommerziell am Markt verfügbar werden zu lassen, sind heute noch immer große Forschungs- und Entwicklungsanstrengungen notwendig. Dabei erfordert die Entwicklung von optimierten Komponenten wie beispielsweise der Membran-Elektroden-Einheit (MEA – engl. Membrane Electrode Assembly) für Brennstoffzellen sowie Elektrolyseure reproduzierbare und homogene Prüfbedingungen. Für diesen Zweck ist ein Prüfsystem auf Basis eines von der Westfälischen Hochschule (WHS) patentierten modularen Stackkonzepts mit hydraulischer Verpressung entworfen und realisiert worden. Mit dem hier vorgestellten System ist es möglich, auf Einzelzellenbasis mehrere Proben zum gleichen Zeitpunkt unter identischen Umgebungsbedingungen auf ihre Charakteristik hin zu untersuchen.
Since the 1980’s, against the backdrop of global warming and the decline of conventional energy resources, low emission and renewable energy systems have gotten into the focus of politics as well as research and development. In order to decrease the emission of greenhouse gases Germany intents to generate 80% of its electrical energy from renewable and low emission sources by 2050. For low emission electricity generation hydrogen operated fuel cells are a potential solution. However, although fuel cell technology has been well known since the 19th century cost effective materials are needed to achieve a breakthrough in the market.
Proton Exchange Membrane Fuel Cells with Carbon Nanotubes as Electrode Material
At the Westphalian Energy Institute of the Wesphalian University of Applied Sciences one main focus is on the research of proton exchange membrane fuel cells (PEMFC). PEMFC membrane electrode assemblies (MEA) consist of a polymer membrane with electrolytic properties covered on both sides by a catalyst layer (CL) as well as a porous and electrical conductive gas diffusion layer (GDL).
For PEMFC carbon nanotubes (CNT) have ideal properties as electrode material concerning electrical conductivity, oxidation resistance and media transport. CNTs are suitable for the use as catalyst support material within the CL due to their large surface in comparison to conventional carbon supports. Furthermore, oxygen plasma treated CNTs show electrochemical activity referred to hydrogen adsorption and desorption, which has been shown by cyclic voltammetry in 0.5 M sulfuric acid solution. According to the PEMFCs anode a GDL coated with oxygen plasma activated CNTs has promising properties to significantly reduce catalyst content (e.g. platinum) of the anodic CL.
Kurzübersicht der aktuellen Projekte des Westfälischen Energieinstituts.
This paper describes a new concept and experiences of a distributed interdisciplinary learning programme for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world, and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (Latin-America). In 2020, 30 students from four continents engaged in a one-semester distributed software development project for a Namibian client. Despite Covid-19 they successfully completed the project expressing deep appreciation for the learning opportunities overcoming challenges of working across wide-spread time zones, cultures, changing requirements, and various technical challenges. Considering the vast learning benefits, we suggest to incorporate such projects in all tertiary education curricula across the globe.
Competency-oriented exams offer a wide range of advantages, especially where the use and mastery of third-party applications and tools play an important role. Therefore, we developed a competency-oriented setup for both our programming classes and exams ensuring their constructive alignment.
Exams were moved to the computer lab and designed to test both conceptional skills as well as the use of state-of-the-art programming tools. At the peak of the COVID-19 pandemic, when exams had to be moved from lab to online, we needed to design an online setup for our practical programming exams preserving the competency-oriented approach and its constructive alignment as well as the validity, reliability and fairness of the exams. The key was to use the same online tools that have been introduced
for running lectures and practical classes offering almost the same learning experience as before the pandemic. However, to ensure the validity and fairness of the exams, some kind of online supervision needed to be implemented as technical solutions were found to be either unusable or not working
properly in our case. This paper discusses the driving factors, the resulting technical and organizational setup as well as students’ feedback and lessons learned for further improvements. Therefore, COVID-19 has not been able to ruin our competency-oriented programming exams.
This paper reveals various approaches undertaken over more than two decades of teaching undergraduate programming classes at different Higher Education Institutions, in order to improve student activation and participation in class and consequently teaching and learning effectiveness.
While new technologies and the ubiquity of smartphones and internet access has brought new tools to the classroom and opened new didactic approaches, lessons learned from this personal long-term study show that neither technology itself nor any single new and often hyped didactic approach ensured sustained improvement of student activation. Rather it needs an integrated yet open approach towards a participative learning space supported but not created by new tools, technology and innovative teaching methods.
This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.
Hakea sericea und H. salicifolia sind strauch- bis baumförmige Arten der Familie Proteaceae. Ursprünglich aus Australien stammend, breiten sie sich zunehmend in Neuseeland, Portugal, Südspanien und Südafrika invasiv aus. In Portugal wurden beide Arten als Ziergewächs, Windschutz und Heckenpflanze eingeführt und verdrängen nun heimische Arten. Die erfolgreiche Etablierung der beiden Arten hängt mit der Ausbreitungsbiologie zusammen. Die Balgfrüchte zeigen eine ausgeprägte Serotinie und verbleiben oft über Jahre an der Mutterpflanze. Erst durch Waldbrände oder starke Austrocknung öffnen sich die Früchte und geben dabei zwei geflügelte Samen frei. Während der Öffnung deformieren sich die beiden Fruchthälften stark und reißen dabei zunächst über die Bauchnaht und anschließend über die Rückenseite auf. Dieses Öffnungsverhalten ist innerhalb der Proteaceae nur für die Gattung Hakea beschrieben und für Balgfrüchte, zu denen sie dennoch gezählt werden, ungewöhnlich. Die Bruchoberflächen der verschiedenen Gewebe zeigen dabei unterschiedliche Rauigkeiten. Die Gewebe der abaxialen Seite (Rückenseite) reißen dabei mit einer glatteren Bruchfläche als die Gewebe der adaxialen Seite (Bauchseite). In dieser Arbeit werden Rauheitsparameter der Bruchoberflächen auf zufälligen Profillinien mit einem Konfokalmikroskop für die verschiedene Gewebe der Oberflächen ermittelt. Das Propagieren des Risses durch die verschiedenen Gewebe wird anhand der Ausrichtung und Lage der Zellen in den beiden Seiten der Fruchthälften erläutert. Es wird diskutiert, inwieweit sich die unterschiedlich rauen Bruchoberflächen auf die Öffnung und die dafür nötigen Kräfte auswirken. Erste Ansätze zur Optimierung von technischen Sollbruchstellen werden vorgeschlagen.