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Abstract
Reinvigoration of electrochemical education is important for the support of decarbonised economies and net zero climate change targets. Here, explicit instruction and fuel cell engineering are used to exemplify electrochemical science as a platform for teaching a variety of interdisciplinary concepts while addressing common misconceptions related to potentials. One-way analysis of variance of keyword data is consistent with students that struggle to connect overpotentials to the spatial dependence of the electrochemical potential, chemical potential and electric potential.
