A Study of Energy, Fuel Cells and Energy Efficiency

1. A Study of Energy, Fuel Cells and Energy Efficiency Dalia Zygas West Leyden High School, District 212 IIT Research Mentor: Donald J Chmielewski This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

2. Overview • Chemistry Honors/ Chemistry • Grades 10 and 11 • Time requirement : 9 class periods

3. Energy- • How do we get energy from fuel? • Efficiency- • How much of the stored chemical energy does useful work? Is there anything new which uses stored chemical energy more efficiently? • Fuel Cells

4. We will explore… • What happens chemically when fuel is burned? • What is an engine? • How does a car use stored chemical energy? • What is efficiency and how is it measured?

5. We will explore… • How can efficiency be improved? • How do the efficiencies of a steam engine, diesel school bus and fuel cell model car compare? • What is important in selecting the “best” fuel ? • How can we help our community save energy and money?

6. Overview • Objective • Content • exothermic / endothermic reactions - DH (enthalpy) of combustion calculations • simple stoichiometric calculations with thermochemical equations • the operation of a steam engine, internal combustion engine and a fuel cell • 1st Law of Thermodynamics and efficiency calculations • global warming • critical evaluation and comparison of fuels and energy sources

7. Overview • Inquiry • Engine Exploration • Design • Design (modify prototype) and build the most efficient Hero’s engine • Students will find a source of energy inefficiency in their community and design an alternative system (supported with calculations) involving energy and financial savings

8. Overview Ethics – Module Synthesis- Fuel comparison- What other factors besides efficiency need to be considered? Students develop a list of criteria to evaluate different fuels and sources of energy. Students evaluate fuels using multiple perspectives. i.e. government, environmentalist, business, etc. – Students will find a source of energy inefficiency in their community and design an alternative system (supported with calculations) involving energy and financial savings

9. Overview Illinois Learning Standards • 11.A.5b Design procedures to test the selected hypotheses. • 11.A.5c Conduct systematic controlled experiments to test the selected hypotheses. • 11.A.5d Apply statistical methods to make predictions and to test the accuracy of results. • 11.B.5a Identify a design problem that has practical applications and propose possible solutions, considering such constraints as available tools, materials, time and costs. • 11.B.5b Select criteria for a successful design solution to the identified problem. • 11.B.5c Build and test different models or simulations of the design solution using suitable materials, tools and technology.

10. Overview Illinois Learning Standards • 11.B.5d Choose a model and refine its design based on the test results. • 12.C.5a Analyze reactions (e.g., nuclear reactions, burning of fuel, decomposition of waste) in natural and man-made energy • 13.A.5a Design procedures and policies to eliminate or reduce risk in potentially hazardous science activities. • 13.B.4d Analyze local examples of resource use, technology use or conservation programs; document findings; and make recommendations for improvements. • 13.B.5c Design and conduct an environmental impact study, analyze findings and justify recommendations

11. Overview Illinois Learning Standards • 11.B.5f Using available technology, prepare and present findings of the tested design solution to an audience that may include professional and technical experts. • 13.B.5d Analyze the costs, benefits and effects of scientific and technological policies at the local, state, national and global levels (e.g., genetic research, Internet access). • 11.B.5e Apply established criteria to evaluate the suitability, acceptability, benefits, drawbacks and consequences for the tested design solution and recommend modifications and refinements.

12. Background • List of topics covered by “teacher notes” • Activity/experiment answer keys • Assistance for experiment set up Student background knowledge • Conversions using dimensional analysis/factor label (metric- English, grams to moles, derived units such as gallons/hour or moles /L ) • Ideal Gas Law • Basic balancing equations and stoichiometry • Familiarity with calorimetry and the energy unit “Joule”

13. Examples • Lessons • Balancing review, combustion reactions • Enthalpy of Combustion activity • Fuel comparison activity • Engine exploration • 1st Law of Thermodynamics & Efficiency lesson • Global warming & Fuel Cell web lesson

14. Project • Design project or experiments • Design and build the most efficient Hero’s engine by performing design modifications on a prototype • Bus experiment- measure the efficiency of a diesel school bus • Fuel cell experiment- measure the efficiency of model fuel cell vehicles

15. Materials • Fuel cell model cars • Hero’s engine prototypes • Hero’s engine design experiment materials: nylon cord, 8 meter sticks, 8 Florence Boiling Flasks 250 mL, Copper wire AWG18, Stopwatches, Rubber stoppers, no. 5, 2- and 3- hole, Latex tubing, 8 pulleys,16 ring stands & clamps, 8 Bunsen burners, 8 large graduated cylinders, large paper clips, copper tubing , hose clamps, heat resistant duct tape, fishing swivels • Bus experiment: thermocouple, Anemometer

16. Assessment • Studentswill be able to • calculate DH (enthalpy) of combustion given a table of bond energies • determine whether a reaction is exothermic or endothermic • be able to write and balance chemical equations involving combustion and do simple stoichiometric calculations with thermochemical equations • describe in general terms the operation of an internal combustion engine, steam engine and a fuel cell, • demonstrate how to use the 1st law of thermodynamics and how to calculate efficiency • critically evaluate what makes a good fuel • be able to explain the greenhouse effect and how it relates to energy production

17. Assessment • Quizzes on chemistry calculations, internal combustion, global warming, fuel cells • Rubric will be developed and handed out to students in advance for experiments and synthesis • Pre and Post test