Photoelectrocatalytic production of solar fuels with semiconductor oxides: materials, activity and modeling

Oxide photoelectrochemistry has been under continuous development over the last half century. These decades have witnessed the use of electrodes of different nature (from single crystals to nanoparticulate films), new electrode materials (including ternary and multinary transition metal oxides), and different strategies for improving their efficiency and stability (e.g. doping or protective layers). Although the very high initial expectations for using oxide electrodes in solar energy conversion were not fully met, substantial efforts have been devoted to reach an in-depth understanding of the processes limiting their functioning, providing firm bases for further developments. In this article, we review our main contributions in this field; in particular, we focus on the water photooxidation (i.e. oxygen evolution reaction), water photoreduction (i.e. hydrogen evolution reaction) and full water splitting processes (in a tandem cell) with binary and ternary oxides, including metal hydroxides as co-catalysts. We emphasize the importance of modeling and obtaining mechanistic insights and we conclude with a reflection on the main issues to be tackled in this field, which in our opinion should experience major advances in the coming years.Continued support from the Spanish Ministry of Science and Innovation (MICINN) is gratefully acknowledged, in particular through the current project RTI2018-102061-B-I00 (FONDOS FEDER). Financial support from the Generalitat Valenciana through project PROMETEO/2020/089 is also thanked

Assessment of Competences in the Physical Chemistry Area: Use of the Department Teaching Portfolio

Competences have become a standard learning outcome in present university education within the European Higher Education Area (EHEA). In this regard, updated tools for their assessment have turned out essential in this new teaching-learning paradigm. Among them, one of the most promising tools is the “learner´s portfolio”, which is based on the gathering and evaluation of a range of evidences from the student, which provides a wider and more realistic view of his/her competence acquisition. Its appropriate use as a formative (continuous) assessment instrument allows a deeper appraisal of student´s learning, provided it does not end up as another summative (final) evaluation tool. In this contribution we propose the use of the portfolio as a unifying assessment tool within a university department (Physical Chemistry), exemplifying how the portfolio could yield both personalized student reports and averaged area reports on competence acquisition. A proposed stepwise protocol is given to organize the individual competence reports and estimate the global competence level following a bottom-up approach (i.e. ranging from the class group, subject, grade, and academic course)

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering

Comparative Photo-Electrochemical and Photocatalytic Studies with Nanosized TiO2 Photocatalysts towards Organic Pollutants Oxidation

The size of TiO2 can significantly affect both its photocatalytic and photo-electrochemical properties, thus altering the photooxidation of organic pollutants in air or water. In this work, we give an account of the photo-electrochemical and photocatalytic features of some nanosized TiO2 commercial powders towards a model reaction, the photooxidation of acetone. Cyclic voltammograms (CV) of TiO2 particulate electrodes under UV illumination experiments were carried out in either saturated O2 or N2 solutions for a direct correlation with the photocatalytic process. In addition, the effect of different reaction conditions on the photocatalytic efficiency under UV light in both aqueous and gaseous phases was also investigated. CV curves with the addition of acetone under UV light showed a negative shift of the photocurrent onset, confirming the efficient transfer of photoproduced reactive oxygen species (ROSs), e.g., hydroxyl radicals or holes to acetone molecules. The photocatalytic experiments showed that the two nano-sized samples exhibit the best photocatalytic performance. The different photoactivity of the larger-sized samples is probably attributed to their morphological differences, affecting both the amount and distribution of free ROSs involved in the photooxidation reaction. Finally, a direct correlation between the photocatalytic measurements in gas phase and the photo-electrochemical measurements in aqueous phase is given, thus evincing the important role of the substrate-surface interaction with similar acetone concentrations.This work has been developed in part in the context of project RTI2018–102061–B–I00 financed by FEDER/Ministerio de Ciencia e Innovación-Agencia Estatal de Investigación

Comparative Photo-Electrochemical and Photocatalytic Studies with Nanosized TiO2 Photocatalysts towards Organic Pollutants Oxidation

The size of TiO2 can significantly affect both its photocatalytic and photo-electrochemical properties, thus altering the photooxidation of organic pollutants in air or water. In this work, we give an account of the photo-electrochemical and photocatalytic features of some nanosized TiO2 commercial powders towards a model reaction, the photooxidation of acetone. Cyclic voltammograms (CV) of TiO2 particulate electrodes under UV illumination experiments were carried out in either saturated O2 or N2 solutions for a direct correlation with the photocatalytic process. In addition, the effect of different reaction conditions on the photocatalytic efficiency under UV light in both aqueous and gaseous phases was also investigated. CV curves with the addition of acetone under UV light showed a negative shift of the photocurrent onset, confirming the efficient transfer of photoproduced reactive oxygen species (ROSs), e.g., hydroxyl radicals or holes to acetone molecules. The photocatalytic experiments showed that the two nano-sized samples exhibit the best photocatalytic performance. The different photoactivity of the larger-sized samples is probably attributed to their morphological differences, affecting both the amount and distribution of free ROSs involved in the photooxidation reaction. Finally, a direct correlation between the photocatalytic measurements in gas phase and the photo-electrochemical measurements in aqueous phase is given, thus evincing the important role of the substrate-surface interaction with similar acetone concentrations

Comment on “Flat band potential determination: avoiding the pitfalls” by A. Hankin, F. E. Bedoya-Lora, J. C. Alexander, A. Regoutz and G. H. Kelsall, J. Mater. Chem. A, 2019, 7, 26162

In this comment, it is shown that the work published by Hankin et al. [Hankin et al., J. Mater. Chem. A, 2019, 7, 26162–26176], while mostly timely and appropriate, present two mistakes that are discussed in detail. First, the determination of flat band potentials through a Mott–Schottky analysis is in principle not affected by the existence of a real surface area substantially larger than the geometric surface area and, second, the Gärtnet–Butler model may not be applicable for electrodes with high values of the absorption coefficient and low dopant density values

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering