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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
Funding
• U.S. Department of Energy
• Alameda-Contra Costa Transit
District (AC Transit)
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
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
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
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
A SEPUP Instructional Module
Hazardous Materials Investigations 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
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
Principles of development
• Learning takes time and exploration
in depth
• Curriculum must fit state and local
standards
• Content, issues, and applications
must be interwoven
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
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
Pilot testing
Arcata High
Berkeley High
Emery High
Curriculum Activities
Six curriculum activities have been fully developed,
tested, and revised, including:
1. Energy for Transportation - Students examine tradeoffs of various fuel/vehicle combinations.
2. Obtaining Hydrogen through
Electrolysis - In this handson lab, students generate
hydrogen and examine the
required energy input,
stoichiometry, and
electrochemistry involved in
the process.
Curriculum Activities
3. Putting a Hydrogen Fuel Cell to Work - In this
hands-on lab, students generate H2 and O2 via
electrolysis and use a single cell fuel cell to
perform work.
Curriculum Activities
4. Modeling a Fuel Cell
Redox Reaction Students use model
pieces and a fuel cell
simulation to explore the
fuel cell reaction.
Curriculum Activities
5. Fuel Cell Efficiency - In a
hands-on lab, students
generate H2, 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.
Curriculum incorporates
chemistry topics
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Electrochemistry
Oxidation-reduction
Half reactions
Balancing equations
Heats of reaction
Bond energies
Energy transformations
Kit Materials
A hands-on fuel cell
and electrolyzer
laboratory kit has
been developed,
tested, & revised
Motor
Gear-Set
Electrolyzer
Fuel Cell
DC Power
Supply
Meters
Real-world Applications
Field Trip - Emeryville
High students ride an
AC Transit fuel cell bus.
Real-world Applications
Two video segments have been produced
using teenage actors.
1. A “teaser” introduction.
2. A virtual field trip.
Teacher Professional Development
Two days
Berkeley, CA
July, 2007
Dissemination
• Laura Baumgartner, National Science Teacher’s
Association
• Boston, March 28, 2008
Future Work
• Professional development for a larger
group of teachers
• National field testing
• Publication of curriculum module
• Commercialization of kit
• Further dissemination
Contact Information
• [email protected]
• [email protected]
• [email protected]
• www.sepuplhs.org
• www.schatzlab.org