The reader will find here a selection of material illustrating how I implement my teaching philosophy.
Sample lesson (micro classical session)
This class was designed to present to the students the three main figure of merits controlling the efficiency of solar cells and the practical meaning of each of them. It illustrates some important aspects of my teaching philosophy:
- Purposeful: the learning outcomes are clearly announced and their achievement tested in the final activity.
- Multisupport, for inclusivity
- Presentation
- Virtual white board
- Reflective activity
- Similarly, on a real class context, this would have been accompanied by references to the corresponding text book sections (such as), for students who feel more comfortable with this kind of support.
- Active learning: this short presentation ends with a learning activity to stimulate student’s involvement, and help them to connect to the real word – while also using humor – the notions that I have just presented. The students are invited to imagine, in the frame of the lesson, how a carrot could or not be a good solar cell. Note that this is a short demonstration video, on a real class context (with more time available) I would have given more time to the students reflection. I will also have proposed them to just draft a written answer in two minutes, before sharing it with each other, so that less orally spontaneous students can also be involved. This is detailed in the next section.
It also illustrates some important points on which I am currently working to improve: calibration of the difficulty. In spite of all my motivation, I lost the students: the content was not adapted to the chosen time format. This is something I am currently working on.
Finally, it shows what I believe to be one of my main qualities: the passion I put in my classes.
Sample learning activity that encourages students to engage
Here is the full version of the final learning activity briefly introduced at the end of the previous video, such as it could be use on a less time limited context. This case-study comes at the end of a class as a way to make the students realize what the studied concepts mean on a concrete and humoristic example.
Figure 1 screenshot of a learning activity, using humor to transmit and validate the comprehension of some elementary concepts. See animated version at https://youtu.be/ci0OTptPhsY .
I used the case study shown in Figure 1 as a basis for discussion at the end of a lesson about the figures of merit of solar cells (presented in the equation in the middle of the 2nd line). The aim is to check that the important concept is understood, and to bring their comprehension to practical/application level by having the student reflect about it.
In this activity, the students are presented with 3 cases of carrot-based-solar devices that cannot really work as solar cells. The students have to discuss why the solar cell would not work, and explain which of the three parameters JSC, VOC and ff is going to be close to zero, hence nullifying the solar cell’s efficiency which is basically the product of the 3 (see equation on the middle of the second line in Figure 1).
The learning objective of the lesson, is to understand that each of the 3 parameters (JSC, VOC and ff) has a very specific meaning, and what this meaning is. By reflecting on 3 situations that can each bring one of those parameter to zero, I want to bring the comprehension of those concepts to practical/application level, and to check their acquisition.
As a result the main learning objective of this activity are to get to know very practically the meaning of those 3 parameters. The second objective is practice, at two levels: i- practice of the concepts studied here, ii- practice of the analytic skills/way of thinking that enable to relate device performances (JSC, VOC and ff) to a material’s properties (what we know of carrots). A third objective is to cultivate their open-mindedness: by making them working very seriously on carrot based solar cells, I want to get them realize that there is no absurd ideas or stupid ideas, and that even the most unexpected ideas and questions are worth being evaluated and considered, and that they can learn a lot from this evaluation and consideration.
Practically I would first explain that a carrot is a legit candidate for a solar cell, as especially the beta carotene molecules (top right on Figure 1) absorb light and has semiconducting properties. Then I will show them the first case (left): and ask them to discuss what happens if I put electrodes around the carrot with the following sentence/question: it will not work but tell me why? Which one of JSC, VOC and ff will be equal to zero? I’ll listen to their answers, discuss whether they are valid, and after 2 minutes give my own answer: carotene does absorb light BUT as an organic semiconductor, does not create charges directly, and additional step is needed (recall of their previous knowledge), no charges means no current means no JSC. I will repeat the procedure with the two other cases that result (in my analysis) in no VOC (center) and no FF (left). The students could very well come with different analysis, as long as they make sense, the most important is that they relate it to the right parameter: JSC, ff or VOC.
My field is at the junction of device engineering, physics and chemistry, and progress in the is strongly related to our ability to link those parent fields, and this class in particular is all about figuring out those links. As such it is really critical to develop those analysis skills and methodology that enable to unravel those links. In this regard, this exercise is a good practice of the most relevant skills of my discipline, while being based on an apparently trivial and funny example.
Example of assignment (special class session)
In this example of assignment, I would like to illustrate how I plan on helping my students improving, based on giving, receiving and implementing feedback (in the present case: peer review). It also illustrate the method I plan to train my student to the use of scientific communication tools; here graphs. The position of this assignment in my syllabus about organic electronics can be found in the next section. It comes after a sufficiently solid knowledge base has been established, so that the student can understand the data they are asked to plot, but shortly before the first laboratory assignments, so that they can use the learning outcomes of this special session in their laboratory report.
Title: Effective scientific communication assignment I: graphing.
Format:
2h class session including scientific figures analysis, graph production and discussion. Individual work and peer review. Students distributed in groups of 3 positioned in triangles.
Context and justification:
Having familiarized yourselves with the metrics used to study the photophysics of organic solar cells, you are about to enter the labs and produce your first results. Before this, you need to be armed with the tools to share those results clearly, impactfully, but also accurately and without biasing the perception of data. The first and most powerful of those tools: graphical representation.
In this assignment, you will have the occasion to create graphical representation of data I will provide you, to analyze how well the message is transmitted to the viewer, and to improve the clarity of your representation.
Learning outcome:
Recognizing and producing powerful graphs that convey clear information without distorting reality.
Deliverables:
1 graph. 1 written document including – (i) preparation work, (ii) review of 2 peers graphs, (iii) analysis of your own work.
Detailed instructions:
I will provide each of you a data in relation to our class.
Preparation work: (15 minutes)
- In your dataset, identify the numerical and categorical variables. (1 list)
- Decide of the best way to represent the identified variables: comparison, distribution, correlation, evolution. Explain your choice. (200 words max)
Graphing: (20 minutes)
- Create a graphical representation. (1 graph)
- What information do you think your graph conveys. (feel free to modify your graph if your reflection suggests so) (100 words)
Peer review: (30 minutes)
- Take the graph from your right neighbor and answer the following questions:
- What information do you think his/her graph conveys?
- How easy was it to understand this information?
- What made you understand the information?
- What do you think could be improved to carry the information?
- Exchange graphs again (clockwise) and repeat the operation.
- Finally exchange a last time: you production is back to you. Answer the following questions: did your peers understand the same information as you thought the representation was conveying, how easily? (100 words)
Improvement and final statement: (30 minutes)
- Modify your figure to implement your peers’ feedback. Explain the changes you made and how they will improve the clarity of your graphical representation. Do you still think the message is the same? (300 words max)
Grading:
| Very poor | Poor | Satisfactory | Very good | |
| Graph preparationStudent has identified the kind of data to represent and chosen the proper support. | No response in the preparation part. (0) | The student has at least tried (3) | Well categorized data (6) | Well categorized and well justified (8). |
| Evidence of understandingGood discussion of the graphs presented in the peer review. | No feedback offered (0). | Vague, unspecific feedback (4). | Detailed, specific feedback on most of the points. (6) | Detailed, specific feedback on most of the points, with a real effort of critical constructive analysis. (8) |
| Application of understanding Graph evaluation (final version only) | No graph (0). | A graph inadapted to the type of data, or that biases the perception of reality. (4) | A well-chosen graph (6). | A well-chosen graph with some reflection on the data that is really important to represent (justified in the discussion). (8) |
Total: 24 marks
Syllabus: Understanding the photophysics of organic solar cells
Course syllabus: Understanding the photophysics of organic solar cells – AP XYZ
| Offering Department | Applied Physics |
| Course Number | AP XYZ |
| Course Title | Understanding the photophysics of organic solar cells |
| Academic Semester | Spring 2023 |
| Semester Start Date | 01/24/2023 |
| Semester End Date | 05/17/2023 |
| Class Schedule(Days & Time) | Understanding the photophysics of organic solar cells Lecture AP XYZMon,Thu 08:00 – 09:30, Building 9 – Room 3120 |
Instructor
| Name | Phone | Office location | Office hours | |
| Julien Gorenflot | Julien.gorenflot@kaust.edu.sa | Al Kindi (Bdg 5), Lvl 3, Sea side, Office 3231, Work Station 03 | 17h – 19h |
Teaching Assistant(s)
| Name | ||
| tbd | tbd | |
Course information
| Course Description | This course aims at giving an in-depth knowledge of the photophysics governing organic solar cells. It is thought as a link between more theoretical knowledge of material science, physics and chemistry and the electronic engineering application which is an organic solar cell. It is recommended not only for students directly interested in organic solar cells, but also for students interested in understanding about the implication of theoretical knowledge to real applications. It is also thought as an important training on how to navigate at the junction between several fields and how to collaborate with specialists with expertise differing from yours, and as such will teach you important skills for real life projects you are likely to encounter through your career. | |
| Learning Objectives | Knowledge:By the end of this course, the students should be able to explain How an organic molecule can be a semiconductor, as well as the specific properties of those materials (K1)The 3 figures of merits of organic solar cells and what controls them (K2)Some of the techniques available to investigate each of those figures of merit (K3)Communication skills: the student will learn how to draw (C1), read (C2), and write (C3) in a scientific context, and more specifically in the context of this field.Technical skills: the students will have to become familiar with the most common laboratory tools (T1), some simulation tools (T2), and data analysis methods (T3). | |
| Textbooks/Materials | Directly related: Courses scripts and lecture slidesAnna Köhler and Heinz Bässler: Electronic Processes in Organic Semiconductors – An Introduction, Wiley VCh, April 2015 (full text online at the library)Additional reference texts will be provided along the courseFor some parts:Peter Williams Atkins and Julio de Paula: Physical Chemistry, Oxford University Press, 2006 (8th edition) to 2018 (11th edition). (9 copies of recent editions available at the library)C.B.Honsberg and S.G.Bowden, “Photovoltaics Education Website,” www.pveducation.org, 2019. | |
| Course structure | Classical sessions (1h30):First 20 minutes: Discuss previous work / Admire visuals from previous sessions / Presentation of your research.Next 50 minutes:Presentation of new class. Last 20 minutes: Summary/ take home message/ assignments for next class. Special sessions (1h30):Literature review / presentationVisual creation / presentationProjects / presentationAssessments discussionLab workComputer/simulation work |
|
| Nature of the Assignments and evaluations | Literature Review / Presentations, Visual creation (Poster / Website / Presentations), Lab Work and Reports / Computer Work, Practical Project (Completion + Presentations + Report), Classical tests / Preparatory Research. Including individual and group activities.The projects are important parts of the syllabus: they will be carried out in groups and progress will be regularly presented. Various practical topics will be suggested and the students will have to choose: for example solving a technical problem, coding an algorithm, creating an instructional website about the class, creating a database, etc.The students will always be given a chance to improve their assignments based on feedback provided by the teacher/teacher assistant or from peer review. | |
| Methods of Assessment | The final grade will be based on how well, at the end of the semester, those 9 objectives (K1, K2, K3, C1, C2, C3, T1, T2, T3) have been reached.The student will be informed after each assignment of how far he currently is in reaching those objectives and will have the opportunity to move further at the next assignment related to a given objective. The midterm and final exam topics will be determine as function of the progress on those objectives. Additional assignment can be considered in the last third of the semester if the levels reached are not sufficient yet. | |
| Course Policies | Attendance mandatory; any absence has to be justified. | |
| Related courses | Useful but not mandatory knowledge:Math: Statistics, Differential Equations Material Science: Quantum mechanics, Physical Chemistry, Spectroscopy, Organic chemistry, Semiconductors PhysicsEngineering: Electronics, Signal ProcessingComputer Science: Matlab, DatabasesRelevant pairing courses:Energy Conversion Materials and Devices – MSE 320Spectroscopy of Solids – AP 210 | |
Tentative Course Schedule
| Week | Courses | Activity and target question to be answered (CS: classical session; SS: special session) | Main Related Objective |
| 1 | Mon 01/23/2023 Thu 01/27/2023 | CS: Introduction: Why organic solar cells? Including a short bibliographic research and discussion.SS: Introduction to the projects. | C2 |
| 2 | Mon 01/30/2023 Thu 02/02/2023 | CS: What makes an organic molecule a semiconductor? CS: What is an excitonic semiconductor?Others: deadline for project topic selection. | K1K1 |
| 3 | Mon 02/06/2023 Thu 02/09/2023 | CS: What is the role of disorder in organic semiconductors?SS: Effective scientific communication assignment I: graphing: creation and peer review of scientific graphs. | K1C1 |
| 4 | Mon 02/13/2023 Thu 02/16/2023 | SS: Projects – presentation 1: topic presentation SS: Laboratory session 1: spectroscopy | C1T1 |
| 5 | Mon 02/27/2023 Thu 03/02/2023 | SS: Effective scientific communication assignment II: reading: literature review.CS: What are the figures of merit of organic solar cells? Others: deadline for the lab report. | C2 K2C3 |
| 6 | Mon 03/06/2023 Thu 03/09/2023 | CS: What are the mechanisms leading to photocurrent generation in an organic solar cell? SS: Laboratory session 2: solar cells processing and characterization. | K2 T1 |
| 7 | Mon 03/13/2023 Thu 03/16/2023 | Mid-term exam part 1Mid-term exam part 2 | TbdTbd |
| 8 | Mon 03/20/2023 Thu 03/23/2023 | CS: How much of photon energy can be converted in electrical energy? SS: Simulation of an organic solar cell.Others: deadline for week 6’s lab report. | K2 T2C3 |
| 9 | Mon 03/27/2023 Thu 03/30/2023 | SS: Projects – presentation 2.SS: Effective scientific communication assignment III: writing workshop. | C1C3 |
| 10 | Mon 04/03/2023 Thu 04/06/2023 | CS: How does the electric field influences photocurrent generation and solar cells performances? CS: How to monitor charge generation in solar cells?Others: deadline for project report v1. | K2 K3C3 |
| 11 | Mon 04/10/2023 Thu 04/13/2023 | Special Session: Final presentation project.CS: How to monitor the energetics of solar cells? | C1K3 |
| 12 | Mon 04/17/2023 Thu 04/20/2023 | SS: Laboratory session 3: excited states spectroscopy SS: Data analysis: where does the information hide in your data?Others: deadline for project report final | T1T3 |
| 13 | Mon 05/01/2023 Thu 05/04/2023 | CS: How to monitor the Field dependence of photocurrent generation in solar cells?SS: Device simulation (ii)Others: deadline for lab reports week 12 | K3 T2C3 |
| 14 | Mon 05/08/2023 Thu 05/11/2023 | SS: Laboratory session 4: device characterization (ii)CS: Organic solar cells: summary, group discussion and outlookOthers: deadline for week 13 and 14’s lab reports | T1 K1, 2, 3 |
| 15 | Mon 05/15/2023 Thu 05/18/2023 | Final exam part 1Final exam part 2 | TbdTbd |