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Fuel
Cells |
Step
1 - State the Problem
Step 2 - Research,
and Hypothesize or Predict
Step 3 - Plan Experiment
and Gather Data
Step 4 - Analyze the
Data and Make a Conclusion
Step 5 - Take Action
Step 6 - Assessment
 More
information about this step
Identify the problem in your
community
Energy log
Have your students keep an energy log for one day, noting
all the different sources of energy they use from sun-up to
sundown. The next day, discuss their findings. What was the
most common form of energy used?
Comparing energy types
Have student groups choose different kinds of energy to study.
Make sure that fuel cells and combustion engines are among
the energy sources studied. Groups should note the emission
levels, advantages, and disadvantages of their energy source.
They should consider: cost, impact on environment, and availability
of source. When complete, list the pros and cons of each source
on one master chart that will remain posted in the class for
the duration of the project.
Use the Web sites provided in this step, and the WHAT'S UP
IN THE ENVIRONMENT video to complete the research.
Tip
If you don't have access to more than one computer, do one
of the following: print out the materials from the Web sites
listed below and have students work from that; set up different
learner stations, one with books, and one with a computer;
connect your computer to a large screen that can be seen by
all students in the class; or have students use the computers
at their local library or community technology center to conduct
their research.
Resources for step 1
Materials needed
- Chart paper, graph paper, or Excel for creating the master
chart
- Internet access (optional)
- WHAT'S UP IN THE ENVIRONMENT video (optional)
Bookmark these Web sites for student
research
 More
information about this step
Two energy sources have been around for a long time: combustion
engines and fuel cells. While combustion engines were and
are used widely, the more environmentally friendly fuel cells
have been slower to catch on. Have students find out how fuel
cells work by researching how they're used, how much energy
they can produce, and the expense of the energy produced.
Once students find the answers to these questions, have them
create, present, and publish a diagram that shows how a fuel
cell works.
Optional activity
If at all possible, take a field trip to a landfill or a wastewater
treatment plant where waste methane is used to power fuel
cells. This will show the different ways fuel cells are worth
being used. At least 140 locations across the U.S. are currently
operating fuel cells. Use the EPA - Office of Waste Management
link below to find an appropriate site in your area.
Hypothesis
Once your students have learned how fuel cells work, have
them use the information they gathered to create a hypothesis
for the following: How are fuel cells different from combustion
engines? How have these differences effected fuel cell usage?
Resources for step 2
Bookmark these Web sites for student
research
 More
information about this step
Now have students design an experiment to test the differences
or similarities of fuel cell and combustion engines. Visit
the Web sites listed below, and talk to the Department of
Energy and other experts to get assistance in designing your
experiment.
Suggested experiment
One possible experiment involves building two model cars --
one powered by a combustion engine and the other powered by
a fuel cell. Have students determine how much pollution each
car emitted, and how powerful each engine was. This experiment
should be repeated many times, changing one variable each
time.
Recording data
Talk to students about what kind of data they'll need to record,
how often they'll need to record it (we recommend daily),
and how they should organize it. Assign different groups of
students to record information for each power source.
Note: To obtain a fuel cell
kit, try contacting your local university to see if you can
borrow one, or purchase a kit for around $100 from the site
listed below. If neither of these options is feasible, then
modify your experiment by examining the chemistry of fuel
cells. See the National Energy Technology Lab unit listed
in the teacher resources section below for complete instructions.
Combustion engines can be taken out of most household appliances.
Students should keep a log and note all pertinent information
about the experiment.
Resources for step 3
Materials needed
- Fuel cell kit
- Small combustion engine
- Log books
Teacher tool Web sites
Bookmark these Web sites for student
research
- Ask a Department of Energy (DOE) Expert
http://www.eren.doe.gov/askanenergyexpert/
This Web site allows you to ask a question of a DOE expert.
Students can use this resource to help them design their
experiments.
- Carolina Math and Science: Ask Our Professor
http://www.carolina.com/faq/index.asp
This site allows you to email a question to a math or science
expert and promises to email you back within two days. Students
can use this resource to help them design their experiments.
- Ballard Products: Fuel Cell Animation
http://www.ballard.com/pem_animation.asp
Watch this animation showing how a PEM fuel cell engine
works.
 More
information about this step
Have students compare the data they collected by observing
the combustion engine and the fuel cell in action. Then have
them answer the following:
- What are the pros and cons of each energy source as it
exists today?
- Are there any improvements that could make fuel cells
more practical in the future?
- Based on your experiment and your research, in what ways
could fuel cells help supply energy to your community today?
Have students use images, diagrams, and written descriptions
to create a report, PowerPoint presentation, or Web page.
Resources for step 4
Materials needed
- For report: PowerPoint or word processing software, or
use Web building resources listed in teacher tools.
Teacher tool Web sites
Start a campaign to bring clean fuel cell energy to your
city or town! For examples and ideas about how to do this,
consult the National Wildlife Federation site (http://www.nwf.org/action/howtos/).
Or use some of the following ideas to get started:
- Put together a persuasive pamphlet about the importance
of fuel cell technology and send it to your local politicians.
- Make a presentation to your town council, explaining your
project and what you learned about fuel cells. Give them
your suggestion for the best way to incorporate fuel cells
into the town energy supply.
- Hold fundraisers at your school to raise money to help
buy fuel cells or to help you travel to other schools and
teach other kids about fuel cells.
- Conduct a media blitz to educate the community about fuel
cell technology.
Resources for step 5
Bookmark these Web sites for student
research
- National Wildlife Federation Web site
http://www.nwf.org/action/howtos/
This site gives great advice on how to write to local media,
write press releases, plan campaigns, and more. You may
want to have your students consult this site for advice
on how to promote their fuel cell campaigns.
Throughout the project, encourage students to take pictures,
write articles, and interview environmentalists. Once the
entire project is complete, have students create an illustrated
article, scrapbook, Web site, or video that includes the following
elements:
- A summary of project steps and what was learned in each
step from beginning to end. This part should include all
the documents created in the previous steps, as well as
any photos, video or audio clips, emails or letters from
people in the field, etc.
- A short analysis of what did or didn't work in this project,
and why.
- A description of what you might change or improve upon
next time.
- A reflection piece that notes what it felt like to undertake
this project.
If you choose to do a project that can be posted on the Web,
send it to us and we'll post it on the WHAT'S UP IN THE ENVIRONMENT
Web site! Make sure to consult our submission
guidelines for instructions on how to get your project
posted on our site.
If possible, check back next year with your town to see if
there are any plans to adopt fuel cells as a clean energy
source in the area. Send us your results with a Web site update.
Resources for step 6
Teacher tool Web sites
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