Transcript Educational Module Proposal Template

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.
Overview
• Chemistry Honors/ Chemistry
• Grades 10 and 11
• Time requirement : 9 class periods
• 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
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?
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?
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
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
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
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.
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
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.
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”
Examples
• Lessons
–
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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
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
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
Assessment
• Students will 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
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