Teacher Guide
Contents
1. b to produce electricity c Both a and b d Neither a nor b Electrolysis is a process in which electricity is used to a turn water into steam b combine hydrogen and oxygen molecules to make water c split water molecules into hydrogen and oxygen gases d produce light and heat A fuel cell 8 produces electricity b uses hydrogen as fuel c emits only water and heat d All of the above A fuel cell must be replaced often like a non rechargeable battery True False Hydrogen can be transported as a liquid or a gas True False Hydrogen is as safe as gasoline or diesel fuel when handled properly True False Hydrogen could meet many of our energy needs in the future True False 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 21 LAB SAFETY RULES Eye SAFETY Always wear safety glasses when conducting experiments FirE SAFETY Do not heat any substance or piece of equipment unless specifically instructed to do so Be careful of loose clothing Do not reach across or over a flame Always keep long hair pulled back and secured Do not heat any substance in a closed container Always use the tongs or protective gloves when handling hot objects Do not touch hot objects with your hands Keep all lab equipment chemicals papers and personal effects away from a flame Extinguish a flame as soon as you are finished with the experiment and move it away from th2. ADVICE AND TROUBLESHOOTING 1 Follow the Advice on page 13 of the User Manual for optimal operation 2 Use the Troubleshooting section on page 14 of the User Manual if your car does not work properly PAGE 18 H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 HYDROGEN IN THE ROUND have Hydrogen THE END START Who has a name for a substance in which all of the atoms are identical have Element Who has the positively charged subatomic particle in the nucleus of an atom have Proton Who has the neutral subatomic particle in the nucleus of an atom have Neutron Who has the subatomic particle that moves in an orbit outside the nucleus of an atom have Electron Who has the name of an area at a precise distance from the nucleus that holds electrons have Shell Who has the form of energy that travels in electromagnetic waves have Radiant Energy Who has the process that produces energy in the core of the sun have Fusion Who has the process that uses steam to split methane molecules to produce hydrogen have Steam Reforming Who has the process that splits water into its basic elements of hydrogen and oxygen have Electrolysis Who has the method of producing hydrogen using sunlight to split water molecules have Photoelectrolysis Who has the method of producing hydrogen by superheating wood and agricultural waste h
3. pages 13 16 of the Teacher Guide 2 Set up a large open area with the following materials Flashing Bulbs Fringe Scissors Flashlight Colored Tape Hang Tags 3 Follow the separate instructions for conducting and assessing the activity Activity EiGHt HYDROGEN ECONOMY COMPARISON 1 Have students read the following background sections pages 9 10 12 14 of Student Guide Hydrogen as a Fuel Uses of Hydrogen The Challenges of Hydrogen Hydrogen Storage Hydrogen Distribution Hydrogen Safety and Hydrogen amp Our Future Economy 2 Have students draw Venn diagrams to compare a hydrogen economy with the ideal energy system page 25 of Student Guide Discuss PAGE 10 H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 Activity Nine HYDROGEN IN THE ROUND Game VocABULARY REINFORCEMENT PREPARATION 1 Make copies of the Hydrogen in the Round questions and answers on heavy weight paper or card stock pages 19 20 of Teacher Guide You may want to use different colors for each round 2 Out out the individual cards keeping Round 1 and Round 2 cards separate PROCEDURE 1 Distribute the Round 1 cards randomly to the students If you have fewer than 30 students in the class give some students two cards All of the cards must be distributed for the game to succeed If you have more than 30 students have some students sit out the first round and participate in the second round Thes
4. Marathon Oil Company Marianas Islands Energy Office Massachusetts Division of Energy Resources Michigan Energy Office Michigan Oil and Gas Producers Education Foundation Minerals Management Service U S Department of the Interior Mississippi Development Authority Energy Division Narragansett Electric A National Grid Company National Association of State Energy Officials National Association of State Universities and Land Grant Colleges National Biodiesel Board National Fuel National Hydrogen Association National Ocean Industries Association New Jersey Department of Environmental Protection North Carolina Department of Administration State Energy Office Nebraska Public Power District New Mexico Oil Corp New Mexico Landman s Association New York State Energy Research and Development Authority Noble Energy Offshore Energy Center Ocean Star OEC Society Ohio Energy Project Oil amp Gas Rental Services Pacific Gas and Electric Company Permian Basin Petroleum Association Petroleum Equipment Suppliers Association Premiere Puerto Rico Energy Affairs Administration Renewable Fuels Association Roanoke Gas Robert Gorham Rogers Training and Consulting Roswell Desk and Derrick Club Roswell Geological Society Rhode Island State Energy Office Saudi Aramco Schlumberger Sentech Inc Shell Exploration and Production Society of Petroleum Engineers Southwest Gas Spring Branch Independent School District Texas Strategic Energ
5. compare the energy system in the United States today with the ideal energy system Discuss with the class the problems with our energy system today Brainstorm ideas for making today s energy system more ideal Activity Four THE SCIENCE OF HYDROGEN 1 2 Have the students complete the graphic organizer page 18 of the Student Guide as they read the following background sections pages 5 7 of Student Guide What is Hydrogen Atomic Structure and The Periodic Table Discuss any questions the students have Activity Five Etectrotysis Simultaneous Activity with Activity Six ELeEMENT Moptuvc PREPARATION 1 2 Write the Variable Questions and Discussion Questions page 9 of Teacher Guide on the board Prepare 1 gallon of the electrolyte solution 100 cm of Na SO to 1 gallon water as follows Pour 100 ml from a 1 gallon plastic jug of distilled water into a clean container this distilled water can be used for the Fuel Cell Car Demonstration Add 100 cm 100 ml of sodium sulfate Na SO to the jug of distilled water using the small beaker and funnel Close the jug and gently shake the jug until the sodium sulfate is dissolved NOTE The solution should be saved in the jug for subsequent group use after the first roup of students has completed the experiment The solution can be saved indefinitely in a plastic container if you are saving it in the distilled water jug be sure to clearly mark the jug with its con
6. H EDUCATE leacher Guide Information and hands on activities to teach students about hydrogen as a fuel for the future GRADE LEVEL Intermediate Secondary SUBJECT AREAS Science Social Studies Math Language Arts Performing Arts Technology Putting Energy into Education NEED Project PO Box 1010 Manassas VA 20108 1 800 875 5029 wwwNEED org HYDROGEN CURRICULUM COMMITTEE Shelly Baumann Educator Rockford MI Constance Beatty Educator Kankakee IL Kim Jenkins Educator Cynthiana KY Barbara Lazar Educator Albuquerque NM Robert Lazar Educator Albuquerque NM Bob Thompson Educator Glen Ellyn IL Karen Reagor Director of NEED Training KY Todd Rogers New York NEED Coordinator NY Technical Review Sentech Inc Los Alamos National Laboratory U S Fuel Cell Council Developed by NEED s Teacher Advisory Board Hydrogen Committee with funding from from the U S Department of Energy Hydrogen Program and with support and technical assistance from Sentech U S Fuel Cell Council National Hydrogen Association Los Alamos National Laboratory NYSERDA Fuel Cell Store Unless otherwise noted all data is from the U S Department of Energy Energy Information Administration or the Los Alamos National Laboratory t Printed on Recycled Paper with Soy Based Ink TABLE OF CONTENTS Correlations to National Science Standards 4 5 TEACHER GUAE 2h csestecccetdecsescesdavatiecestivaxes tertiles 6 11 Surv
7. Renewables Who has a chemical process that frees electrons in a battery or voltaic cell have Oxidation Who has a chemical process that binds free electrons in a battery or voltaic cell have Reduction Who has the system of organizing all of the known elements have Periodic Table Who has a clean fuel that can be produced by steam reforming and electrolysis 10 11 12 13 14 15 HYDROGEN SURVEY The average American uses how much energy compared to the average world citizen a half as much b twice as much C Six times as much d twenty times as much What percentage of U S energy consumption is from renewable energy sources a 1 96 b 6 96 c 12 96 d 24 96 How much of total petroleum consumption does the United States import from foreign countries a 10 96 b 2596 c 50 96 d 50 96 How much of total U S energy consumption is used by the transportation sector of the economy a 1 96 b 17 96 c 27 96 d 47 96 An ideal energy system would a include domestic and imported energy sources b use only nonrenewable energy sources C Use a variety of energy sources d All of the above Hydrogen is one of the most abundant elements in the universe True False Hydrogen gas is abundant in underground reservoirs on Earth True False Hydrogen fuel can be produced from a water b natural gas c biomass d All three Hydrogen can be used a as a vehicle fuel
8. ave Biomass Gasification Who has the process by which algae and bacteria use sunlight to produce hydrogen have Photobiological Production Who has a substance or system that moves energy in a usable form from one place to another have Energy Carrier Who has a device that uses hydrogen fuel to produce electricity water and heat have Fuel Cell Who has a device that produces electricity through a chemical reaction have Electrochemical Energy Conversion Device Who has a path through which electricity travels have Circuit Who has a short name for Polymer Electrolyte Membrane have PEM Who has the negative side of a fuel cell have Anode Who has a special material usually platinum that facilitates the reaction of hydrogen and oxygen have Catalyst Who has the positive side of a fuel cell have Cathode Who has an atom or group of atoms that has an electrical charge have lon Who has the attraction or bond between two oppositely charged ions have lonic Bond Who has the chemical bond in which two atoms share electrons have Covalent Bond Who has the ability to do work have Energy Who has energy sources that are limited and cannot be replenished in a short time have Nonrenewable Who has energy sources that are unlimited or can be replenished in a short time have Renewable Who has a chemical reaction that absorbs energy have E
9. d completed their discussions assign them to their presentation groups Explain that the presentation groups will synthesize the information collected by the different role groups Distribute copies of the presentation questions page 12 of Teacher Guide and presentation organizer page 16 of Student Guide to each student Instruct the presentation groups to work together to answer the presentation questions using poster boards to collect members ideas from each of the role areas After the groups have answered all of the presentation questions instruct each presentation group to choose a product with which to present their findings Suggested products include a PowerPoint presentation a brochure an expo display board a song or rap a letter to the editor of the school newspaper an opinion paper persuasive essay an advertisement a video or any other format acceptable to the teacher Give the groups a timeframe in which to complete and present their projects Use the Presentation Rubric page 17 of Teacher Guide to evaluate the projects 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 7 Activity THREE COMPARING ENERGY SYSTEMS 1 3 4 Have the students read the following background sections pages 4 5 of Student Guide The Energy Picture Today Looking to the Future and The Ideal Energy System Have the students draw Venn diagrams page 17 of Student Guide to
10. e and which gas is attracted to the negative electrode Explain why each gas is attracted to each electrode Explain how to test for hydrogen and oxygen gases Balance this equation for the decomposition of water 8 H O __H __O Answer 8H 40 VARIABLE QUESTIONS OF om FB Ww ge How would using distilled water with no electrolyte affect the results How would increasing the concentration of the electrolyte affect the results How would increasing the voltage affect the results Connecting 2 4 batteries in parallel How would increasing the current affect the results Connecting 2 4 batteries in series How would changing the temperature of the solution affect the results How would using salt or baking soda as the electrolyte affect the results ELECTROLYSIS EXTENSIONS EXPLORING VARIABLES 1 2 Have groups of students conduct the lab experiments that they designed to explore the variables in the questions listed above Have the student groups share the results of their variable experiments with the class 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 9 GRAPHING RESULTS 1 On graph paper or using a computer graphing program have each lab group graph the volume of hydrogen y axis in cubic centimeters vs time x axis in minutes On the same graph plot the volume of oxygen vs time 2 Have the students interpret the results of the graphs 3 Hav
11. e charge mode of the reversible fuel cell The gases are stored in the storage cylinders 3 In the discharge mode the fuel cell uses the hydrogen and oxygen gases as fuel to generate an electric current that runs the electric motor of the car producing water and heat as byproducts ASSEMBLY OF THE FUEL CELL Car MATERIALS Fuel Cell Car Kit with User Manual 2 AA batteries 3 volt maximum scissors distilled water 1 Follow the instructions on pages 6 7 of the User Manual to assemble the car 2 To HYDRATE the fuel cell follow the instructions on page 7 of the User Manual CAUTION ONLY DISTILLED WATER should be used Use of any other liquid even tap water may destroy the fuel cell membrane ELECTROLYSIS PRODUCING HYDROGEN MATERIALS Assembled Fuel Cell Car power pack with 2 AA batteries distilled water 1 Follow the instructions on pages 8 11 of the User Manual to produce hydrogen using the fuel cell Use ONLY the Power Pack provided Use ONLY distilled water DO NOT PROCEED near an open flame DO NOT PROCEED until you have hydrated the fuel cell as explained in the Assembly Section above g oS de ge OPERATION OF THE FUEL CELL CAR MATERIALS Charged Fuel Cell Car 1 Follow the instructions on page 12 of the User Manual to operate the fuel cell car 2 When the car stops running it can be recharged following the Electrolysis Procedure 3 The AA batteries in the Power Pack may need to be replaced after several charges
12. e expertise Each presentation group should include at least one member from each role group Role Groups e Physicist e Hydrogen Producer e Hydrogen Distributor e Energy Security Advisor e Energy Economist Energy Efficiency amp Reliability Expert e Environmental Scientist Explain the jigsaw assignment to the students Give each student the list of questions for his her role group page 12 of Teacher Guide and a copy of the role group organizer page 15 of Student Guide and explain that the questions will guide their reading and research Explain that they will be involved in completing the organizer over several days as they participate in the readings and other hydrogen related activities They will use the information they have gathered to design and present projects at the end of the unit in their presentation groups Instruct the students to use the background material as well as outside research to answer their questions as completely as possible Guide them to the list of hydrogen websites page 14 of Student Guide where they can go to find additional information At the end of the Electrolysis and Simulation activities when the students have read all of the background sections completed their research and their organizers have the role groups meet to discuss their findings Instruct the students to add to their organizers any additional information provided by group members After the students have met in the role groups an
13. e immediate work area HEAT SAFETY Always use tongs or protective gloves when handling hot objects and substances Keep hot objects away from the edge of the lab table in a place where no one will accidentally come into contact with them Do not use the steam generator without the assistance of your teacher Remember that many objects will remain hot for a long time after the heat source is removed or turned off GLass SAFETY Never use a piece of glass equipment that appears cracked or broken Handle glass equipment carefully If a piece of glassware breaks do not attempt to clean it up yourself Inform your teacher Glass equipment can become very hot Use tongs if glass has been heated Clean glass equipment carefully before packing it away CHEMICAL SAFETY Do not smell touch or taste chemicals unless instructed to do so Keep chemical containers closed except when using them Do not mix chemicals without specific instructions Do not shake or heat chemicals without specific instructions Dispose of used chemicals as instructed Do not pour chemicals back into container without specific instructions to do so If a chemical accidentally touches you immediately wash the area with water and inform your teacher PAGE 22 H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 H2 EDUCATE Evaluation Form State Grade Level Number of Students 1 Did yo
14. e students can also serve as arbiters of disputes 2 Explain the instructions for the game as follows The student who has the card labeled START begins by reading the question that follows the word START Who has The student who has the answer to the question stands up and responds by reading his her card I have Who has This procedure continues until every person has read his her card and the question has returned to the Starter who answers the last question and says The End 3 Collect the Round 1 cards and distribute the Round 2 cards Proceed to play Round 2 in the same way as Round 1 4 Collect the Round 2 cards and save You can repeat this activity throughout the unit to reinforce vocabulary Activity TEN EVALUATION 1 Have the students take the post unit Survey and collect the results page 21 of Teacher Guide 2 Complete the unit Evaluation Form with the students page 23 of Teacher Guide 3 Send the pre and post Survey results and the Evaluation Form to the NEED Project The NEED Project 8408 Kao Circle Manassas VA 20110 FAX 1 800 847 1820 Answers To SuRVEY 1 c 2b 3c 4c 5c 6T 7 F 8d 9 c 1Oc 11 d 12 F 13 T 14 T 15 T 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 11 JIGSAW ROLE QUESTIONS AND PRESENTATION QUESTIONS Sustainability Physicist 1 What are the physical and chemical properties of hydrogen 2 How can
15. e the students plot the slope of the hydrogen line and the slope of the oxygen line These slopes represent the average of the volumes of both gases over time By dividing the slope of the hydrogen by the slope of the oxygen and expressing the result as a rounded whole number over 1 you will have a more accurate determination of the gas ratios The formula for the slope Y2 Y1 Slope X2 Xl Activity Six EmentT Mobe ine Simultaneous Activity wrrH EuecrROLYsIS Las Activity PREPARATION 1 Prepare one or more work areas large enough for 16 students to complete the activity with the following materials Straws Clay Scissors PROCEDURE 1 Have the students read the Element Models activity page 23 of the Student Guide Answer any student questions 2 Assign students to the work area instruct them to complete the activity using their science notebooks to define the key terms and draw diagrams of their molecules Monitor student work 3 When the students have completed the activity which will not take as much time as the lab activity instruct them to work on the jigsaw activity ELEMENT MoptL PERFORMANCE ASSESSMENT Students should be able to distinguish between atoms and molecules and draw diagrams of simple molecules Students knowledge of basic molecular structure should be significantly enhanced Activity SEVEN Fue Cett Activity 1 Read the separate detailed instructions for conducting the Fuel Cell Simulation Activity
16. ey Answer Gy evseccsivaiesiediasaicinesiavsiecnerdnersnadins 71 Jigsaw Presentation Questions 2s zu oio t Em Sep conis 12 Fuel Cell Simulation G lde iier ameet 13 Fuel Cell Transparency Master sess 14 Fuel Cell Simulation Instructions 15 Fuel Cell Simulation Hang Tag Master 16 Evaluation RUDIQS 1 iasauRAn inu b dn RE OR A aREaPR RIA SERRE DARE 17 Operation of the Fuel Cell Car 18 Hydrogen in the Round Game 19 20 Pre Post SU VB iui stu aces a e aes 21 Lab Safety RUIS TOT T EEA 22 Evaluation FONTI a des cossioorie s seracet tess TEENETE 23 Materials in Kit 500 Materials Not in Kit 8 Electrolysis Apparatus 2 Gallons of Distilled Water 16 9 volt Batteries 4 AA Batteries 8 Packs of Safety Matches 1 Container Sodium Sulfate 1 Roll of Colored Tape 10 Sets of Alligator Connections 8 Pairs of Scissors 25 Splints Lab Safety Equipment Goggles amp Gloves 100 Straws 3 5 Poster Boards for Presentation Groups 2 Packages of Clay 40 Pieces of String for Hang Tags 24 10 Flashing Bulbs 1 Funnel Set of Consumables 75 1 100 ml beaker 16 9 volt Batteries amp 4 AA Batteries 8 600 ml beakers 2 Packages Clay 100 Feet of Fringe 1 Container Sodium Sulfate 2 Flashlights with Batteries 25 Splints 2 Fuel Cell Car Kits 100 Straws 2 Extra Test Tubes 100 Feet of Fringe 5 Teacher amp 30 Student Guides 5 Teacher amp 30 Student G
17. hydrogen be stored 3 What are the different sources of hydrogen on earth 4 Which sources of hydrogen hold promise for a long term energy solution Production Hydrogen Producer 1 What are the processes currently being used to separate hydrogen 2 What are the challenges of producing hydrogen in large amounts 3 What safety issues are associated with separating hydrogen 4 How does the cost of producing hydrogen compare to other fuels Delivery Distribution Energy Distributor 1 In what forms can hydrogen be stored and transported 2 What distribution technologies are currently in use 3 What are the challenges of refueling hydrogen operations 4 Identify and explain the properties of hydrogen that make it difficult to transport Energy Security Energy Security Advisor 1 What is energy security and why is it important to the United States 2 Why is it important to reduce our dependence on imported energy 3 How could the use of hydrogen decrease our dependence on imported energy 4 What other alternatives would reduce our dependence on imported energy Economics Energy Economist 1 What are the advantages of a hydrogen economy 2 How would a hydrogen based economy look different from our current energy economy 3 How does the cost of hydrogen applications compare to other alternative fuels 4 What would help the transition from a nonrenewable energy economy to a hydrogen economy Efficiency am
18. ill participate in the lab during the first rotation and the remaining students will participate in the element modeling activity In the second rotation the students will switch activities PROCEDURE 1 Have the students read the following sections of the Student Guide How Is Hydrogen Made 8 Electrolysis 8 19 Electrolysis Exploration 21 and Electrolysis Data Recording Form 22 Answer any student questions and provide instructions about recording the data in the students notebooks If necessary review the lab procedure 21 2 Assign the students in pairs to the lab stations and monitor their work 3 When the students have completed the lab have them return the electrolyte solution to the beakers and rinse the electrolysis apparatus test tubes and tongs under running water Collect the electrolyte solution from the beakers and store in the marked container for reuse 4 Instruct the students to answer the Discussion Questions in their notebooks Have the students who were participating in the Element Modeling Activity conduct the lab following the same procedure 6 When all students have completed the lab have them formulate hypotheses and design lab procedures to answer the Variable Questions DISCUSSION QUESTIONS What did you learn about the composition of water Explain how electrical energy decomposes water Use the terms anode cathode oxidation and reduction Which gas is attracted to the positive electrod
19. n of technological development d Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies e Science cannot answer all questions and technology cannot solve all human problems or meet all human needs Students should appreciate what science and technology can reasonably contribute to society and what they cannot do For example new technologies often will decrease some risks and increase others INTERMEDIATE STANDARD G HISTORY AND NATURE OF SCIENCE 2 Nature of Science C Itis normal for scientists to differ with one another about the interpretation of new evidence It is part of scientific inquiry to evaluate the results and explanations of other scientists As scientific knowledge evolves major disagreements are eventually resolved through such interactions between scientists 3 History of Science c Tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach conclusions that we take for granted today 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 5 INTRODUCTION TO UNIT This middle school hydrogen unit is designed as a multidisciplinary curriculum with a hands on science kit fuel cell simulation equipment element modeling materials fuel cell car kit for demonstration and language arts social studies and technolog
20. nd Report Language Arts Hydrogen Economy Comparison Activity Social Studies Hydrogen in the Round Game Language Arts 4 Collect the materials not included in the kit page 3 of the Teacher Guide 5 Make copies of the pages in the Teacher and Student Guides that you want the students to complete or have the students copy them into science notebooks as they need them It is suggested that the students not write in the Student Guides but keep science notebooks in which they record all of their activities 6 Place students into groups and assign roles according to the following activities Electrolysis groups of two lab partners Jig saw seven role groups Jigsaw three five presentation groups with one representative of each role group Simulation fifteen roles H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 Unit PROCEDURE Activity ONE SETTING THE STAGE FOR HYDROGEN 1 2 Introduce the unit to the class Demonstrate the hydrogen fuel cell car to stimulate interest Have the students take the pre unit Survey and collect the results to send to NEED at the conclusion of the unit page 21 of Teacher Guide Activity Two HYDROGEN IN Society JIGSAW 1 Divide the students into seven groups Assign each group one of seven specific roles as listed below These groups are the role groups Also assign the students to presentation groups in which they will share their rol
21. ndothermic Who has the capture and storage of carbon gases have Carbon Sequestration Who has the arrangement of elements by their physical and chemical properties have Periodic Table Who has an abundant clean domestically available flexible fuel HYDROGEN IN THE ROUND have Hydrogen THE END START Who has the substances organized in the Periodic Table have Elements Who has the subatomic particle in the nucleus that determines the atomic number have Proton Who has the subatomic particle that acts as glue to hold the nucleus together have Neutron Who has the subatomic particle that carries a negative charge have Electron Who has the precise distance where the two closest electrons are found have Shell Who has the form of energy that comes from the sun to power photosynthesis have Radiant Energy Who has the process that turns hydrogen into helium producing radiant energy have Fusion Who has the most cost effective method of producing hydrogen fuel today have Steam Reforming Who has a simple method of using electricity to produce very pure hydrogen have Electrolysis Who has an experimental method of producing hydrogen using a semiconductor to absorb sunlight have Photoelectrolysis Who has a method of producing hydrogen that uses biomass as fuel and feedstock have Biomass Gasification Who has an experimental process to produce hydr
22. ns to each Oxygen atom in the Cathode who turns the flashers off and switches his her hangtag to Oxygen ion O Two Hydrogen ions link arms with an Oxygen ion with the Oxygen in the middle turning their hangtags and forming a water molecule The water molecules then exit the outside of the Cathode 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 15 GRADING RuBRICc SIMULATION Grade Scientific Concepts Written explanation illustrates accurate and thorough understanding of scientific concepts underlying simulation Written explanation illustrates an accurate understanding of most scientific concepts underlying simulation Written explanation illustrates a limited understanding of scientific concepts underlying simulation Written explanation illustrates an inaccurate understanding of scientific concepts Diagrams Comprehensive diagrams are accurately and neatly labeled and make the simulation easier to understand Necessary diagrams are accurately and neatly labeled Necessary diagrams are labeled Necessary diagrams or important components of diagrams are missing Procedure Procedures are listed in clear steps Each step is numbered and is written as a complete sentence Procedures are listed in a logical order but steps are not numbered or are not in complete sentences Procedures are listed but are not in a logical o
23. ogen using bacteria and algae have Microbial Production Who has a system or substance that moves energy efficiently to where it is needed have Energy Carrier Who has a device like a battery that uses an external source of fuel to produce electricity water and heat have Fuel Cell Who has a battery or fuel cell that produces electricity through a chemical reaction have Electrochemical Energy Conversion Device Who has a closed loop that carries electrical energy have Circuit Who has a membrane that allows hydrogen ions to pass through but not electrons have PEM Who has the side of a PEM fuel cell through which hydrogen fuel enters have Anode Who has the special material that splits hydrogen gas into hydrogen ions and electrons have Catalyst Who has the side of a fuel cell with channels to distribute oxygen to the catalyst have Cathode Who has the particle produced when an atom loses or gains an electron have lon Who has the chemical bond that cancels the opposing charges of ions have lonic Bond Who has the chemical bond that occurs between nonmetals such as hydrogen and oxygen have Covalent Bond Who has the ability to make a change in temperature position size or state of matter have Energy Who has coal natural gas petroleum propane and uranium have Nonrenewables Who has wind solar geothermal hydropower and biomass have
24. ols Virginia Chevron Chevron Energy Solutions Cinergy Corporation Citizens Gas ConEd Solutions Council of Great Lakes Governors Regional Biomass Partnership Cypress Fairbanks Independent School District Texas D amp R International School Energy Efficiency Program Dart Container Corporation Foundation Desk and Derrick of Roswell New Mexico Devon Energy Dominion Duke Energy Indiana Duke Energy Kentucky East Kentucky Power Energy Information Administration U S Department of Energy Equitable Resources Escambia County School District Florida Florida Department of Environmental Protection FMC Technologies Fuel Cell Store Gerald Harrington GlobalSantaFe Governors Ethanol Coalition Guam Energy Office Halliburton Foundation Hydril Illinois Clean Energy Community Foundation Illinois Department of Commerce and Economic Opportunity Independent Petroleum Association of NM Indiana Community Action Association Indiana Office of Energy and Defense Development Indianapolis Power and Light Interstate Renewable Energy Council lowa Energy Center Johnson Controls Kentucky Clean Fuels Coalition Kentucky Office of Energy Policy Kentucky Oil and Gas Association Kentucky Propane Education amp Research Council Kentucky River Properties LLC Kentucky Soybean Board Lee Matherne Family Foundation Llano Land and Exploration Maine Energy Education Project Maine Public Service Company The NEED Project PO Box 10101 Manassas VA
25. ons about the natural world and engineers propose solutions relating to human problems needs and aspirations c Technological solutions are temporary and have side effects Technologies cost carry risks and have benefits f Perfectly designed solutions do not exist All technological solutions have trade offs such as safety cost efficiency and appearance Risk is part of living in a highly technological world Reducing risk often results in new technology g Technological designs have constraints Some constraints are unavoidable such as properties of materials or effects of weather and friction Other constraints limit choices in design such as environmental protection human safety and aesthetics PAGE 4 H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 INTERMEDIATE STANDARD F SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES 1 Personal Health b Natural environments may contain substances that are harmful to human beings Maintaining environmental health involves establishing or monitoring quality standards related to use of soil water and air 2 Populations Resources and Environments a When an area becomes overpopulated the environment will become degraded due to the increased use of resources b Causes of environmental degradation and resource depletion vary from region to region and from country to country 3 Natural Hazards b Human activities can induce hazards
26. p Reliability Energy Efficiency amp Reliability Expert 1 What current technologies use hydrogen as a fuel 2 How would the use of hydrogen be more efficient than the fuels we currently use 3 How does the reliability of fuel cells compare to the reliability of other power systems 4 What technological advances would make the use of hydrogen more efficient and reliable Environment Environmental Scientist 1 What are the resources from which hydrogen can be produced extracted 2 What are the environmental advantages of each of these sources 3 What are the environmental disadvantages of each of these sources 4 How does hydrogen compare environmentally to the fuels used in the U S today Presentation Questions What important facts have you learned about hydrogen What are the advantages of hydrogen What are the disadvantages of hydrogen What are the ways hydrogen could be used in the future What are your opinions about hydrogen a EO he PAGE 12 H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 PEM Fuet Cett A SIMULATION ACTIVITY Goat To introduce the concept of a PEM fuel cell what it is and how it works through a simulation activity TIME One two class periods OBJECTIVES Upon completion of this activity students will be able to e explain the components of a PEM fuel cell and how it works e understand how hydrogen is used to carry energ
27. rder or are difficult to understand Procedures do not accurately reflect the steps of the simulation Summary describes information and skills learned as well as some future applications to real life situations Summary describes the information learned and a possible application to a real life application Summary describes the information learned Summary is missing or inaccurate GRADING RUBRIC PRESENTATION PROJECT Content Project covers the topic in depth with many details and examples Subject knowledge is excellent Project includes essential information about the topic Subject knowledge is good Project includes essential information about the topic but there are 1 2 factual errors Project includes minimal information or there are several factual errors 2007 THE NEED PROJECT P O BOX Organization Content is very well organized and presented in a logical sequence Content is logically organized Content is logically organized with a few confusing sections There is no clear organizational structure just a compilation of facts Originality Project shows much original thought Ideas are creative and inventive Project shows some original thought Work shows new ideas and insights Project provides essential information but there is little evidence of original thinking Project provides some essential information but no original tho
28. tents NOTE The electrolysis process will proceed more quickly if the electrolyte solution is very warm or more concentrated If the chemical reaction is too slow the students may lose interest It is suggested that you place the container with the electrolyte solution in a hot water bath approximately an hour before the lab is scheduled If this is not feasible you may increase the concentration of the solution by adding 10 cm more sodium sulfate to the solution Fill 8 600 ml beakers with 500 ml of the electrolyte solution Set up eight lab stations with the following equipment 1 Electrolysis Apparatus with two test tubes and set of tongs 1 9 volt Battery 1 Beaker with 500 ml of Electrolyte Solution 2 Alligator Connectors 1 Splint 1 Book of Safety Matches Lab Safety Equipment Goggles amp Gloves LAB SAFETY 1 PAGE 8 Go over the Lab Safety rules page 22 of the Teacher Guide and the Material Safety Data Sheet MSDS for Sodium Sulfate included in the kit with the students Reinforce any other lab safety rules that you require Decide if you want the students to use the matches and splints on their own or only with teacher supervision Be prepared to explain to the students any changes in the lab procedure H2 Educate Teacher 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 ASSIGN GROUPS 1 Assign students in groups of two to lab stations or element modeling stations Sixteen students w
29. through resource acquisition urban growth land use decisions and waste disposal c Hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures 4 Risks and Benefits a Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences b Students should understand the risks associated with natural hazards chemical hazards biological hazards social hazards and personal hazards c Students can use a systematic approach to thinking critically about risks and benefits d Important personal and social decisions are made based on perceptions of benefits and risks 5 Science and Technology in Society a Science influences society through its knowledge and world view The effect of science on society is neither entirely beneficial nor entirely detrimental b Societal challenges often inspire questions for scientific research and societal priorities often influence research priorities c Technology influences society through its products and processes Technological changes are often accompanied by social political and economic changes that can be beneficial or detrimental to individuals and to society Social needs attitudes and values influence the directio
30. to make circuit on floor 1 hangtag for each student master on page 16 i 3 AE A not in kit All students wear hangtags representing their roles The Hydrogen hangtags have H on one side and H on the other The Oxygen hangtags have O on one side and O on the other The two Anodes hold up two pieces of six foot fringe forming a rectangle The two Cathodes hold up two pieces of six foot fringe forming a rectangle The two PEMs stand between the Anode and Cathode Two sets of two Hydrogens link arms to create two hydrogen molecules on the outside of the Anode Each Hydrogen carries a flashing bulb turned off that represents its electron Two Oxygens link arms to create an Oxygen molecule on the outside of the Cathode The Hydrogens pass through the fringe into the Anode and separate into two Hydrogen atoms The Oxygens pass through the fringe into the Cathode and separate into two Oxygen atoms The Hydrogen atoms pass through the inner fringe The PEMs stop the Hydrogen atoms from moving The Hydrogen atoms hand their electrons to the first Circuit Member and turn their hangtags to H ions The PEMs allow the H ions to pass through to the Cathode The Circuit Member turns on the flashing bulbs and hands them to the middle Circuit Member who turns on a flashlight as he she receives the electrons and turns the flashlight off as he she passes the electrons to the last Circuit Member The last Circuit Member hands two electro
31. tside area or gym to allow enough room for movement and observers Have the students set up the simulation according to the diagram 2 Let students determine how to conduct the simulation part of the learning value of this activity is allowing students to discover and learn by doing extending and reinforcing prior knowledge ASSESSMENT After participating in and observing the simulation several times have the students imagine they are writing to other students to explain how a fuel cell works with an explanation of how fuel cells are used Students must use the vocabulary words and draw diagrams to support their explanations Use the Simulation Rubric page 17 of Teacher Guide to assess vocabulary acquisition and understanding of concepts 2007 THE NEED PROJECT P O BOX 10101 e MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher PAGE 13 Transparency Master Electricity to do work 2H fuel L catalyst MEMBRANE 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 FUEL CELL SIMULATION electric 7 Students 15 representing the following roles Q circuit 4 Hydrogen atoms H tape on floor 2 Oxygen atoms O 2 Anodes A 2 Cathodes CA 2 PEMs P 3 Circuit Members C in a a aBui Materials 4 pieces of fringe each six feet long 4 flashing bulbs abu MR RE 1 flashlight 1 piece of colored tape
32. u conduct the entire activity Yes 2 Were the instructions clear and easy to follow Yes 3 Did the activity meet your academic objectives Yes 4 Was the activity age appropriate Yes 5 Were the allotted times sufficient to conduct the activity Yes 6 Was the activity easy to use Yes T Was the preparation required acceptable for the activity Yes 8 Were the students interested and motivated Yes 9 Was the energy knowledge content age appropriate Yes 10 Would you use the activity again Yes How would you rate the activity overall excellent good fair poor How would your students rate the activity overall excellent good fair poor What would make the activity more useful to you Other Comments Please fax or mail to NEED Project PO Box 10101 Manassas VA 20108 FAX 1 800 847 1820 No No No No No No No No No No NEED National Sponsors and Partners Alabama Department of Economic and Community Affairs American Association of Blacks in Energy Detroit Chapter American Association of Drilling Engineers Houston Chapter American Electric Power American Petroleum Institute Houston Chapter American Public Power Association Aramco Services Company Association of Desk amp Derrick Clubs BJ Services Company BP BP Solar Bureau of Land Management U S Department of the Interior Cape and Islands Self Reliance Cape Cod Cooperative Extension Cape Light Compact Massachusetts Chesapeake Public Scho
33. ubstance c Substances react chemically in characteristic ways with other substances to form new substances compounds with different characteristic properties In chemical reactions the total mass is conserved e There are more than 100 known elements that combine in many ways to produce compounds which account for the living and nonliving substances in the world f These chemical elements do not break down during normal laboratory reactions involving heat exposure to electric current or reaction with acids 3 Transfer of Energy a Energy is a property of many substances and is associated with heat light electricity mechanical motion sound nuclei and the nature of a chemical b Energy is transferred in many ways e Electrical circuits provide a means of transferring electrical energy f In most chemical and nuclear reactions energy is transferred into or out of a system Heat light mechanical motion or electricity might all be involved in such transfers g The sun is the major source of energy for changes on the earth s surface The sun loses energy by emitting light A tiny fraction of that light reaches earth transferring energy from the sun to the earth The sun s energy arrives as light with a range of wavelengths INTERMEDIATE STANDARD E SCIENCE AND TECHNOLOGY 2 Understandings about Science and Technology a Scientific inquiry and technological design have similarities and differences Scientists propose explanati
34. ught 10101 MANASSAS VA 20108 1 800 875 5029 Workload The workload is divided and shared equally by all members of the group The workload is divided and shared fairly equally by all group members but workloads may vary The workload is divided but one person in the group is viewed as not doing fair share of the work The workload is not divided or several members are not doing fair share of the work H2 Educate Teacher PAGE 17 ASSEMBLY AND OPERATION OF THE FUEL CELL CAR The Fuel Cell Car should be used only by a knowledgeable teacher or by students under the supervision of the teacher The teacher must ensure proper handling and draw attention to potential dangers Before using the car review the User Manual in the car kit to fully understand operational safety precautions All participants should wear protective goggles The car should be assembled and operated on a solid level surface with the ambient temperature between 20 C and 30 C It is recommended that you operate the car indoors to protect it from the weather Make sure that the fuel cell car is not charged or operated near an open flame Basic FUNCTION Here are the basics of how the fuel cell works Refer to the User Manual for additional technical data 1 Use ONLY THE POWER SUPPLY INCLUDED to provide the electricity to power the electrolysis process 2 The electric current splits the water molecules into hydrogen and oxygen gases in th
35. uides 2007 THE NEED PROJECT P O BOX 10101 MANASSAS VA 20108 1 800 875 5029 H2 Educate Teacher Correlations to National Science Standards Bolded standards are emphasized in the unit INTERMEDIATE STANDARD A SCIENCE AS INQUIRY 1 Abilities Necessary to do Scientific Inquiry a Identify questions that can be answered through scientific inquiry Design and conduct a scientific investigation Use appropriate tools and techniques to gather analyze and interpret data Develop descriptions explanations predictions and models using evidence Think critically and logically to make the relationships between evidence and explanations SU O OQ 0 Og Recognize and analyze alternative explanations and predictions g Communicate scientific procedures and explanations 2 Understandings about Scientific Inquiry a Different kinds of questions require different kinds of scientific investigations including observing and describing collecting experimentation research discovery and making models b Current knowledge and understanding guide scientific investigations e Scientific explanations emphasize evidence have logical arguments and use scientific principles models and theories INTERMEDIATE STANDARD B PHYSICAL SCIENCE 1 Properties and Changes of Properties in Matter a A substance has characteristic properties such as density boiling point and solubility all of which are independent of the amount of the s
36. y Innovations Tennessee Department of Economic and Community Development Texas Education Service Center Region III Texas Independent Producers amp Royalty Owners Association TransOptions Inc University of Nevada Las Vegas Urban Options U S Environmental Protection Agency U S Department of Agriculture Biodiesel Education Program U S Department of Energy U S Fuel Cell Council Vectren Virgin Islands Energy Office Wake County Public Schools North Carolina W Plack Carr Company Xcel Energy Yates Petroleum 20108 1 800 875 5029 www NEED org
37. y activities The unit looks at the energy picture in the United States today the challenges for the future the role of hydrogen in meeting those challenges and the scientific basis for hydrogen as a fuel with an exploration of electrolysis as a method to generate hydrogen TIME The unit will take up to two weeks in a science classroom or one week as an integrated unit in science language arts and social studies Unit PREPARATION 1 Read the Teacher and Student Guides for an overview of all activities in the unit Five Teacher Guides and a class set of 30 Student Guides are included in the kit to facilitate planning an integrated unit 2 Examine the equipment in the kit to become familiar with its design and to make sure nothing was damaged in shipment Refer to the Operating Instructions and Experiment Instructions Manual in the Fuel Cell Car Kit to gain a more comprehensive understanding of how the car works 3 Decide how you will structure the unit as a single class unit or as an integrated unit with other teachers If this will be an integrated unit meet with the other teachers to plan and schedule the activities A suggested integrated unit is as follows Pre Post Survey Science Fuel Cell Car Demonstrations Science Comparing Energy Systems Social Studies Background Reading and Organizers Language Arts Electrolysis amp Element Models Science Hydrogen in Society Jigsaw Activity Social Studies Fuel Cell Simulation a
38. y and generate electricity e trace the flow of the system of a PEM fuel cell by accurately drawing and labeling a diagram PREPARATION 1 Write the vocabulary list below onto the board 2 Make an overhead transparency of the PEM Cell diagram page 14 of Teacher Guide 3 Make four copies of the Hang Tag master page 16 of Teacher Guide onto card stock cut out the hang tags and attach string to each tag The hydrogen and oxygen hang tags are two sided tags folded on the dotted lines PROCEDURE 1 Have the students review the vocabulary terms using the Glossary pages 26 27 of Student Guide 2 Use the transparency to introduce the operation of a fuel cell to the students 3 Have the students read the What is a Fuel Cell background information and the Fuel Cell activity instructions pages 11 and 24 of the Student Guide Answer any student questions 4 Assign roles to the students Some students may be observers during the first simulation then assume roles in a second simulation while the other students observe VOCABULARY A working knowledge of the following words and terms is needed to understand the concepts used in this simulation activity These words should be used in the final written assessment Hydrogen lon Oxygen Circuit PEM Polymer Electrolyte Membrane Electron Atom Molecule Electrode Anode Cathode Catalyst Electrolysis SIMULATION SUGGESTIONS 1 Students will need a 10 x 10 open space use a hallway ou
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