Amongst the many parts of a silicon cells photovoltaic module, silicon is the most important and expensive constituent. Thus, research on silicon recycling from damaged cells can lead to economic and environmental benefits. In this work, the broken silicon cells were tailored to function along with the fluorine-doped tin oxide as the transparent electric conductors. The broken silicon cells were analyzed by the current density versus voltage plots, together with the Mott-Schottky, X-rays diffraction and fluorescence analysis. Under light, the damaged cells sandwiched between the two transparent electric conductors presented photovoltaic effect. However, such effect was not obtained after the removal of the antireflection layer due to the destruction of the n-type layer as demonstrated by the Mott-Schottky analysis. The X-rays diffraction revealed samples rich on silicon atoms and the presence of aluminum atoms as impurity.
This paper presents results related to the development of activities of applied exploratory modelling to Quantum Physics Teaching by using use of the learning object (LO) called the Quantum Duck. The LO is a metaphor to the photoelectric effect and it makes possible the calculation of the constant of Planck. A study was done through an experiment with High School students. As a result, it was noticed that the construction or manipulation of a model does not depend exclusively of the assimilation of the employed logic in the tool computacional, but of the understanding of the the physical phenomenon and their abilities in relating it to the aim of the developed activity.
Este artigo apresenta resultados relacionados ao desenvolvimento de atividades de modelagem exploratória aplicada ao ensino de física quântica com a utilização do objeto de aprendizagem (OA) chamado Pato Quântico. Este OA representa uma metáfora do efeito fotoelétrico e possibilita o cálculo da constante de Planck. Um estudo foi realizado através de um experimento com estudantes do ensino médio. Como resultado, percebeu-se que a construção ou a manipulação de um modelo não depende exclusivamente de como os alunos dominam a lógica empregada na ferramenta computacional, mas sim do entendimento sobre o fenômeno físico e suas habilidades em relacioná-lo com o objetivo da atividade desenvolvida.