Reinvigorating electrochemistry education

Around the world in electrochemistry: a review of the electrochemistry curriculum in high schools

Electrochemistry education of future researchers and citizens is crucial if we are to decarbonise economies and reach targets for net zero. In this paper, we take an overview of electrochemistry within school education. We used curriculum documents obtained from national and state education department websites and from local teachers, examples of assessments and insights from the chemistry education literature to evaluate the extent of electrochemistry education around the world. We found that there is a great deal of electrochemistry included in the intended curriculum for high schools although there is variability depending on how early students are able to specialise in a smaller number of subjects. A range of contexts are used to illustrate the key ideas including galvanic and electrolytic cells, electrolysis and analysis. There is generally constructive alignment between assessment items and the intended curriculum although in some cases assessment was more simplistic than the intended curriculum would suggest. The effectiveness of the taught curriculum is undermined by low teacher confidence in teaching electrochemistry especially more advanced concepts. Additionally, there are a number of misconceptions generated when students learn electrochemistry with some of these potentially arising from published resources such as textbooks.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10008-023-05548-0.

A protocol to execute a lab-on-chip platform for simultaneous culture and electrochemical detection of bacteria

Here, we present a protocol for a miniaturized microfluidic device that enables quantitative tracking of bacterial growth. We describe steps for fabricating a screen-printed electrode, a laser-induced graphene heater, and a microfluidic device with its integrations. We then detail the electrochemical detection of bacteria using a microfluidic fuel cell. The laser-induced graphene heater provides the temperature for the bacterial culture, and metabolic activity is recognized using a bacterial fuel cell. Please see Srikanth et al.¹ for comprehensive information on the application and execution of this protocol.

Voltammetric Kinetic Studies of Electrode Reactions: Guidelines for Detailed Understanding of Their Fundamentals

Theoretical and practical foundations of basic electrochemical concepts of heterogeneous charge transfer reactions that underline electrochemical processes are presented for their detailed study by undergraduate and postgraduate students. Several simple methods for calculating key variables, such as the half-wave potential, limiting current, and those implied in the kinetics of the process, are explained, discussed, and put in practice through simulations making use of an Excel document. The current-potential response of electron transfer processes of any kinetics (i.e., any degree of reversibility) are deduced and compared for electrodes of different size, geometry, and dynamics, namely: static macroelectrodes in chronoamperometry and normal pulse voltammetry, and static ultramicroelectrodes and rotating disc electrodes in steady state voltammetry. In all cases, a universal, normalized current-potential response is obtained in the case of reversible (fast) electrode reactions, whereas this is not possible for nonreversible processes. For this last situation, different widely used protocols for the determination of the kinetic parameters (the mass-transport corrected Tafel analysis and the Koutecký-Levich plot) are deduced, proposing learning activities that highlight the foundations and limitations of such protocols, as well as the influence of the mass transport conditions. Discussions on the implementation of this framework and on the benefits and difficulties found are also presented.

Benefits of electrochemistry studies for the majority of students who will not become electrochemists

In teaching electrochemistry, it is of primary importance to make students always aware of the relations between electrochemistry and all the non-electrochemical topics, which are taught. The vast majority of students will not specialise in electrochemistry, but they all can very much benefit from the basics and concepts of electrochemistry. This paper is aimed to give suggestions how the teaching of electrochemistry can easily be interrelated to topics of inorganic, organic, analytical, environmental chemistry, biochemistry and biotechnology.