National Taiwan University of Science and Technology

About: National Taiwan University of Science and Technology is a education organization based out in Taipei, Taipei, Taiwan. It is known for research contribution in the topics: Fuzzy logic & Control theory. The organization has 16288 authors who have published 21577 publications receiving 426294 citations. The organization is also known as: Taiwan Tech & Taiwantech.

An ultrafast rechargeable aluminium-ion battery

Abstract: An aluminium-ion battery is reported that can charge within one minute, and offers improved cycle life compared to previous devices; it operates through the electrochemical deposition and dissolution of aluminium at the anode, and the intercalation/de-intercalation of chloroaluminate anions into a novel graphitic-foam cathode. The low cost and useful electrical properties of aluminium suggest that rechargeable Al-ion batteries could offer viable and safe battery technology, but problems with cathode materials, poor cycling performance and other complications have persisted. Here Hongjie Dai and colleagues describe an Al-ion battery that can charge within one minute and offers substantially improved cycle life with little decay in capacity compared to previous devices reported in the literature. The battery operates through the electrochemical deposition and dissolution of Al and intercalation/de-intercalation of chloroaluminate anions into a novel 3D graphitic foam cathode using a non-flammable ionic liquid electrolyte. The development of new rechargeable battery systems could fuel various energy applications, from personal electronics to grid storage1,2. Rechargeable aluminium-based batteries offer the possibilities of low cost and low flammability, together with three-electron-redox properties leading to high capacity3. However, research efforts over the past 30 years have encountered numerous problems, such as cathode material disintegration4, low cell discharge voltage (about 0.55 volts; ref. 5), capacitive behaviour without discharge voltage plateaus (1.1–0.2 volts6 or 1.8–0.8 volts7) and insufficient cycle life (less than 100 cycles) with rapid capacity decay (by 26–85 per cent over 100 cycles)4,5,6,7. Here we present a rechargeable aluminium battery with high-rate capability that uses an aluminium metal anode and a three-dimensional graphitic-foam cathode. The battery operates through the electrochemical deposition and dissolution of aluminium at the anode, and intercalation/de-intercalation of chloroaluminate anions in the graphite, using a non-flammable ionic liquid electrolyte. The cell exhibits well-defined discharge voltage plateaus near 2 volts, a specific capacity of about 70 mA h g–1 and a Coulombic efficiency of approximately 98 per cent. The cathode was found to enable fast anion diffusion and intercalation, affording charging times of around one minute with a current density of ~4,000 mA g–1 (equivalent to ~3,000 W kg–1), and to withstand more than 7,500 cycles without capacity decay.

Current status, opportunities and challenges of augmented reality in education

Abstract: Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the ''roles,'' ''tasks,'' and ''locations,'' and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.