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Skills, abilities and capability of our freshmen are increasingly heterogeneous, regarding age, attained levels of education and motivational aspects. Additionally, students tend to recoil from subjects dealing with mathematical backgrounds. As a result high, drop-out numbers are a huge problem in technical degree programs.
Since mechanics is based on physics and mathematics our students face enormous difficulties. To deal with them, a form of teaching and learning has been developed that is composed of the following arrangements:
1. Problems and tasks of different levels are solved during lessons. The access to theoretical issues is being developed by or rather as a result of solving these problems. By doing so, especially students with yet insufficient skills are enabled to develop their methodological skills.
2. Challenging students to independently transfer these skills on other problems is helpful. At the end of each lecture two students are selected randomly. Each of them is faced with an exercise they have to solve and present at the beginning of the next lecture. Because of small student numbers, chances are high that every student participates at least once by the end of semester. Surveys show that particularly weaker students benefit from that kind of model learning.
3. We are surrounded by mechanical issues. Given that, students are presented with “every-day-life” problems which students can apply their theoretical knowledge on. The problems are analyzed by groups of students, which leads to an enhanced and reflective perception of each and every one. Some examples are: “A broomstick in equilibrium”, “Sensitive cups”, “Transforming a roman basilica into a gothic cathedral”.
4. All lectures have been filmed by the staff of the Information Center of the Offenburg University during the previous term. Additionally to the notes taken by the students individually during the lectures, these recordings are helpful in the process of preparation and post-processing of the material. The recordings are accessible via the university’s learning management system “Moodle”.
Surveys show that students benefit from the great variety of the provided, interactive learning arrangements. It is interesting to discover that students not only take positive advantages in the lecture “mechanics 1/statics” but tend to transfer these positive experiences on other subjects.
Adsorption of N2 and CO2 on Activated Carbon, AlO(OH) Nanoparticles, and AlO(OH) Hollow Spheres
(2015)
Adsorption behaviors of nitrogen and CO2 on Norit R1 Extra and AlO(OH) nanoparticles and hollow spheres were measured under different temperature and pressure conditions using a magnetic suspension balance. Independent from the substrate investigated, all isotherms increase at lower pressure, reach a maximum, and then decrease with increasing pressure. In addition, selected experimental data were correlated with different model approaches and compared with reliable literature data. In case of CO2 on AlO(OH), capillary condensation was observed at two defined temperatures. The results suggest that the conversion of the liquid into a supercritical adsorbate phase does not take place suddenly.
Phosphate-based inorganic–organic hybrid nanoparticles (IOH-NPs) with the general composition [M]2+[Rfunction(O)PO3]2– (M = ZrO, Mg2O; R = functional organic group) show multipurpose and multifunctional properties. If [Rfunction(O)PO3]2– is a fluorescent dye anion ([RdyeOPO3]2–), the IOH-NPs show blue, green, red, and near-infrared fluorescence. This is shown for [ZrO]2+[PUP]2–, [ZrO]2+[MFP]2–, [ZrO]2+[RRP]2–, and [ZrO]2+[DUT]2– (PUP = phenylumbelliferon phosphate, MFP = methylfluorescein phosphate, RRP = resorufin phosphate, DUT = Dyomics-647 uridine triphosphate). With pharmaceutical agents as functional anions ([RdrugOPO3]2–), drug transport and release of anti-inflammatory ([ZrO]2+[BMP]2–) and antitumor agents ([ZrO]2+[FdUMP]2–) with an up to 80% load of active drug is possible (BMP = betamethason phosphate, FdUMP = 5′-fluoro-2′-deoxyuridine 5′-monophosphate). A combination of fluorescent dye and drug anions is possible as well and shown for [ZrO]2+[BMP]2–0.996[DUT]2–0.004. Merging of functional anions, in general, results in [ZrO]2+([RdrugOPO3]1–x[RdyeOPO3]x)2– nanoparticles and is highly relevant for theranostics. Amine-based functional anions in [MgO]2+[RaminePO3]2– IOH-NPs, finally, show CO2 sorption (up to 180 mg g–1) and can be used for CO2/N2 separation (selectivity up to α = 23). This includes aminomethyl phosphonate [AMP]2–, 1-aminoethyl phosphonate [1AEP]2–, 2-aminoethyl phosphonate [2AEP]2–, aminopropyl phosphonate [APP]2–, and aminobutyl phosphonate [ABP]2–. All [M]2+[Rfunction(O)PO3]2– IOH-NPs are prepared via noncomplex synthesis in water, which facilitates practical handling and which is optimal for biomedical application. In sum, all IOH-NPs have very similar chemical compositions but can address a variety of different functions, including fluorescence, drug delivery, and CO2 sorption.
The durability of polymer electrolyte membrane fuel cells (PEMFC) is governed by a nonlinear coupling between system demand, component behavior, and physicochemical degradation mechanisms, occurring on timescales from the sub-second to the thousand-hour. We present a simulation methodology for assessing performance and durability of a PEMFC under automotive driving cycles. The simulation framework consists of (a) a fuel cell car model converting velocity to cell power demand, (b) a 2D multiphysics cell model, (c) a flexible degradation library template that can accommodate physically-based component-wise degradation mechanisms, and (d) a time-upscaling methodology for extrapolating degradation during a representative load cycle to multiple cycles. The computational framework describes three different time scales, (1) sub-second timescale of electrochemistry, (2) minute-timescale of driving cycles, and (3) thousand-hour-timescale of cell ageing. We demonstrate an exemplary PEMFC durability analysis due to membrane degradation under a highly transient loading of the New European Driving Cycle (NEDC).