1. Hydrogen Technology and Energy Curriculum (HyTEC) for High School Science Barbara Nagle Lawrence Hall of Science UC Berkeley Jim Zoellick and Peter Lehman Schatz Energy Research Center Humboldt State University National Hydrogen Association March 31, 2008

2. Funding U.S. Department of Energy Alameda-Contra Costa Transit District (AC Transit)

3. Goals To develop, evaluate, and disseminate curriculum and teacher professional development materials for high school students and their teachers about the –Scientific and technological basis for hydrogen and fuel cells – Research and development currently underway to implement safe and cost-effective hydrogen and fuel cell transportation demonstration programs –Current challenges to and potential promise of a hydrogen economy

4. Goals (continued) In a larger context, the goals of the curriculum are to prepare all students to –Apply science concepts about energy and chemistry to real-world situations –Make decisions about energy options based on evidence and an understanding of the trade-offs of the options

5. Team Curriculum Developers Lawrence Hall of Science’s SEPUP Group Scientists and engineers Schatz Energy Research Center Teachers and students San Francisco East Bay Northern California Bellevue, Washington A public transit agency AC Transit Multimedia partners FilmSight ScienceView at LHS

6. Project Objectives: The Curriculum Envisioned Part of the SEPUP module series developed at UC Berkeley’s Lawrence Hall of Science –Issue-oriented science –Recognized for balanced treatment of issues –Twelve modules currently available –Disseminated through numerous national, state, and regional workshops/presentation –Used with pre-service teachers in many schools of education

7. A SEPUP Instructional Module Complete materials kit –Equipment –Consumables (chemicals) –Transparencies Teacher’s Guide –Student Masters –Transparency Masters –CD of test and masters and video Web site for fuel cell simulation, video clips, links to other resources, extensions Hazardous Materials Investigations Module

8. Value of the issue-oriented approach Demonstrates to students the relevance of their science education –Chemistry they are learning in class relates to interesting and exciting real world problems Motivates students to learn science, continue science education, consider careers in science and technology –The skills they are learning can enable them to work on solving some of the worlds energy and pollution problems Promotes positive attitudes toward science Consistent with National Science Education Standards and AAAS Benchmarks, as well as many state standards

9. Principles of development Learning takes time and exploration in depth Curriculum must fit state and local standards Content, issues, and applications must be interwoven

10. Physical Science NSES Addressed (Grades 9–12) Structure of Atoms Matter is made of minute particles called atoms. Structure and Properties of Matter Atoms interact with one another by sharing or transferring electrons Chemical Reactions Chemical reactions occur all around us Chemical reactions may release or consume energy A large number of reactions involve transfer of electrons Catalysts lower activation energy necessary for reactions

11. Process of development An iterative process –Development of a draft curriculum module and kit materials –Review for content and pedagogy –Local pilot testing by scientists and curriculum leaders in diverse settings –Field testing by experienced teachers –National field testing by a diverse group of teachers and students Revision after each stage

12. Pilot testing Arcata High Emery High Berkeley High

13. Curriculum Activities Six curriculum activities have been fully developed, tested, and revised, including: 1.Energy for Transportation - Students examine trade- offs of various fuel/vehicle combinations. 2.Obtaining Hydrogen through Electrolysis - In this hands- on lab, students generate hydrogen and examine the required energy input, stoichiometry, and electrochemistry involved in the process.

14. Curriculum Activities 3.Putting a Hydrogen Fuel Cell to Work - In this hands-on lab, students generate H 2 and O 2 via electrolysis and use a single cell fuel cell to perform work.

15. Curriculum Activities 4.Modeling a Fuel Cell Redox Reaction - Students use model pieces and a fuel cell simulation to explore the fuel cell reaction.

16. Curriculum Activities 5.Fuel Cell Efficiency - In a hands-on lab, students generate H 2, use a single cell fuel cell to perform work, and measure fuel cell efficiency. 6.Hydrogen for Transportation - Students conduct research and engage in a simulated City Council Meeting to present the advantages and challenges involved in using hydrogen and fuel cells for a city bus program.

17. Curriculum incorporates chemistry topics Electrochemistry Oxidation-reduction Half reactions Balancing equations Heats of reaction Bond energies Energy transformations

18. Kit Materials A hands-on fuel cell and electrolyzer laboratory kit has been developed, tested, & revised Electrolyzer Fuel Cell Motor Gear-Set Meters DC Power Supply

19. Real-world Applications Field Trip - Emeryville High students ride an AC Transit fuel cell bus.

20. Real-world Applications Two video segments have been produced using teenage actors. 1. A “teaser” introduction.2. A virtual field trip.

21. Teacher Professional Development Two days Berkeley, CA July, 2007

22. Dissemination Laura Baumgartner, National Science Teacher’s Association Boston, March 28, 2008

23. Future Work Professional development for a larger group of teachers National field testing Publication of curriculum module Commercialization of kit Further dissemination

24. Contact Information bnagle@berkeley.edu jiz1@humboldt.edu pal1@humboldt.edu www.sepuplhs.org www.schatzlab.org