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 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  H (enthalpy) of combustion calculations –simple stoichiometric calculations with thermochemical equations –the operation of a steam engine, internal combustion engine and a fuel cell –1 st 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 –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  H (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 1 st 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