Renewable Energy - Fuel Cell Store...Renewable Energy Cgt Rgts Resee t n atna FCJJ 40 - Horizon...

Renewable Energy

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FCJJ 40 - Horizon Energy BoxHIGH SCHOOLLab

Earth Sciences

TEACHER GUIDE

Next Generation Science StandardsNGSS Science and Engineering Practices:

Askingquestionsanddefiningproblems Developingandusingmodels Planningandcarryingoutinvestigations Analyzingandinterpretingdata Usingmathematicsandcomputational thinking Constructingexplanationsanddesigning solutions Engaginginargumentfromevidence Obtaining,evaluating,andcommunicating information

NGSS Cross-cutting Concepts:

Patterns Causeandeffect Scale,proportion,andquantity Systemsandsystemmodels Energyandmatter Structureandfunction Stabilityandchange

NGSS Disciplinary Core Ideas:

ESS3.CHumanImpactsonEarthSystems

ESS3.DGlobalClimateChange

Initial Prep TimeWillvarysubstantiallydependingonnumberofexperiments,5-20minutespergroup

Lesson Time1–5classperiods,dependingonexperimentscompleted

Assembly Requirements• Scissors• SmallPhillips-headscrewdriver(inEnergyBox)• Smallhexwrench(inEnergyBox)

Materials (for each lab group):

• HorizonEnergyBox• Reagents:

• Distilledwater• Ethanol• Tablesalt• Ice

• AABatteries• Variousbeakers• Hotplateorotherheatingdevice

• Electricfan• Hairdryerorsmallspaceheater• MeasuringDevices:

• Metricruler• Celsiusthermometer• Balance• Protrator• Stopwatch

Renewable Energy




Earth Sciences

TEACHER GUIDE

Lab Setup

• Werecommendcompletingstep1inExperiment2andsteps1and2inExperiment3intheAssemblyGuideforeachelectrolyzersoyourstudentsdonothavetoassemblethefan,cuttubing,orfilltheelectrolyzerinitially.

• Labincludessmallpartsthatcangomissingeasily.Setuparesourceareaforeachlabtableorfortheentireclasstominimizelostpieces.

• Ifyoudon’thaveaccesstoamultimeterorHorizonRenewableEnergyMonitor,omittheMeasurementssectionofthisactivity.

Safety

• Batterypackscanshortoutandheatupiftheredandblackcontactstoucheachotherwhiletheunitisintheonposition.Besuretokeepthemoffwhennotinuse.

• Usingregulartapwaterinsteadofdistilledwaterwillseverelyshortenthelifespanofthefuelcells.Distilledwatercanbefoundatmostpharmaciesordrugstores.

• Runningelectriccurrentthroughdryfuelcellsorattachingthebatterypacksbackwardscandestroythefuelcells.Besuretoalwaysconnectredtoredandblacktoblack.

• Bewareofwaterspills,anddon’tbesurprisedifsomeonetriestostartasyringewaterfight.

Notes on the Renewable Energy Science Kit: • Directsunlight,orastrongelectriclight,isnecessaryforoperation.Overcastandindirectsunlightmaynot

providesufficientenergy.Besureanyartificiallightsourceisclosetothesolarpanel.

• BesuretolineupthegapsontheinnercylindersoftheH2andO2tankssothatbubblescanescape.

• YoumayneedtoinjectmorewaterintotheO2sideofthecelliftheelectrolysisreactionisbeingsluggish.Wait3minutesandthentryagain.

Common Problems

• Themotor’sfansometimesneedsalittlepushtogetstarted.

• Ifthere’shydrogenleftbutthemotordoesn’trun,youmayhavetopurgethefuelcell.Unplugtheblackplugandthenquicklyreplaceittopurgeimpuregases.

• If thewater level doesn’t changeafterpurging the cells,make sure the gapson thebaseof the innercylindersareopensothatwatercanfillthem.

Renewable Energy




Earth Sciences

TEACHER GUIDE

Goals ᄏ Assembleandexperimentwithdifferenttypesofrenewableenergygenerators ᄏ Understandtheadvantagesanddisadvantagesofdifferentgenerators ᄏ Makecalculationsbasedondata

BackgroundFormost of human history, almost all energywasrenewable.Heatandlightwerecreatedbyburningbiomass, first in wood fires and then in wood-burning stoves. Transportation was provided byourown feetorbyanimals suchashorses. Winddroveourshipsandranourmills. Spinningwaterwheelspoweredourindustries.Thoughoilandcoalhadbeenknownaboutsinceancienttimes,itwasn’tuntil the Industrial Revolution that they becameimportantenergysources.

Even in theearliestyearsof the20thcentury,coaland oil were relativelyminor parts of the averageperson’senergyusage. Though factoriespoweredby coal were commonplace by then, most lightwasstillprovidedbycandlesandhomeheatingbyfireplacesandstoves.Electricitychangedallofthatalmostovernight.

Bythe1920s,mosthomesincitieswereelectrified,andelectricstreetcarsweretransportingpassengersdownthestreetsofNewYork,Chicago,andhundredsofothercities. Butnearlyallofthatelectricitywasbeinggeneratedfromcoaloroilpowerplantsthatwerepouringpollutionintotheair.Theearlysolutiontothiswassimple:buildthepowerplantsfarfromthecities,wherenotmanypeoplewouldcomplainaboutthepollution.Butafarlargerproblemsoonpresenteditself.

As we’ve learned more about the Earth’s climatesystem, we’ve come to realize that those powerplants, as well as cars and factories, have beenpumping an invisiblepollutant into the air: carbondioxide.Thoughit’sodorlessandcolorless,itactsasagreenhousegastotrapheatandcausetheentireplanettowarmup.

Soaftermorethanacenturyofexploitingfossilfuelsforourenergyneeds,theworldisonceagainturningtorenewablesourcesofenergy,butthistimewithalloftheknowledgeofmodernsciencebehindit.Ournewformsofrenewableenergyborrowfromtheold(we still usewind andburnbiomass, for example)and utilize new materials to generate energy inways that would seem likemagic for people fromcenturiespast,suchasthermoelectricandfuelcellgenerators.

But each of these new technologies has its ownlimitations and drawbacks, even though none ofthemproduce theharmfulpollutionof fossil fuels.Soareanyofthemappropriatesubstitutesforourexisting energy sources or are there options wehaven’tconsideredthatwouldworkbetter?

In this activity, we will generate electricity withmany different renewable energy generators anddetermine which of them make good sources ofelectricityandwhichneedtogobacktothedrawingboard.Someofthemcanbemodifiedinmanyways,othershavefewvariableswecanchange,butwewilltry tomaximize their electrical output to comparethem.Wewillusetheresultsofourexperimentstobegincompilingourenergyportfolio.

Renewable Energy




Earth Sciences

TEACHER GUIDE

Fuel Cell Procedure1. Youcanusetheelectricity fromthebatterypacktogeneratehydrogengasusingtheelectrolyzer. The

electrolyzeristhesquarewith“H2”and“O2”printedoneitherside.Whatdoyouthinkwillhappenifyouconnectittoasourceofelectricitylikethebatterypack?

2. Yourelectrolyzer isalsoahydrogenfuelcell thatcangenerateelectricity fromhydrogenandoxygen. Ithastwosmalltubesattachedtoit.Isthereanywhereelseonthefuelcellthatyoucouldattachthelongertubes?

3. Lookattheremainingpiecesofyourkit.Ifthefuelcellsplitswaterintohydrogenandoxygengases,whatcouldyouusetotrapthegasessotheydon’tfloataway?Connectthetubesofyourfuelcellsothatyoucantrapthegases.Togeneratehydrogen,you’llneedtosupplyanelectriccurrent.Youcandothiswiththebatterypackorthesolarcell.Tryboth.Whichisbetteratproducinghydrogen?Howdoyouknow?

4. Whenyou’veproducedhydrogen,youcanusethefuelcelltopowerthemotorjustlikeyoudidwiththesolarcell.Plugthemotorintothefuelcellanditshouldstartturning.Noteinyourobservationsifyouseeanydifferenceinhowthemotorworkswiththefuelcellinsteadofthesolarcell.

Observations

Fuel Cell Experimentation

1. Howcanyou increase theoutputofyourhydrogen fuelcell? Discusswithyourgroupwhatyoucouldchangeanduse theHorizonRenewableEnergyMonitor todeterminehow theoutputof your fuel cellchanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.

Ideasforvariablestochange:

Fuelcelltemperature,amountofhydrogenused,etc.

Renewable Energy




Earth Sciences

TEACHER GUIDE

Trial: ChangedVariable: Voltage(V): Current(A): Power(W):

Control Nothing

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Atyourbestconfiguration,whatisthelongesttimeyoucangetyourgeneratortorun?

Solar Procedure

1. Useyoursolarcelltopowerthesmallmotorthatcontrolsthefan.You’llneedtoconnectthesolarcelltothefanusingwirestocarrytheelectricity.Whydoyouthinkyouneedtwowires?

2. Movethesolarcellsothatit’sfacingyourlightsource.Thesolarcellwillworkbestindirectsunlight.Whathappenstothefanwhenyouexposethesolarcelltoalightsource?

3. NowtryusingthesolarcelltopowertheLEDs.Recordyourobservationsbelow.

Renewable Energy




Earth Sciences

TEACHER GUIDE

Observations

Solar Experimentation

Howcanyouincreasetheoutputofyoursolarpanel?DiscusswithyourgroupwhatyoucouldchangeandusetheHorizonRenewableEnergyMonitortodeterminehowtheoutputofyoursolarpanelchanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.


Angle of panel, distance to light source, type/color of light used, color of background, etc.


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Renewable Energy




Earth Sciences

TEACHER GUIDE

Wind Procedure1. Lookatthethreedifferenttypesofbladesavailable(labeledA,B,andC).Howaretheysimilar?Howare

theydifferent?Discusswithyourgroupwhichtypeofbladeyouthinkwouldworkbestwithyourturbineandrecordyourobservationsbelow.

2. Selectthetypeandnumberofbladesyouwanttotest.Whydoyouwanttotestthistypeofbladefirst?Doyouthinkitwillbebetterorworsethantheothertypes?

3. Checkthatthebladesareinthesamepositionusingthethreenotchesnearthewhitebasesoftheblades.Rotatetheindividualbladesifneededtogetallthebladesintothesameposition.Wouldyourturbinestillworkifthebladeswereindifferentpositions?

4. InsertthebladesintotheRotorBaseandputtheBladeHolderandtheBladeAssemblyLock,thenattachtheBladeUnittothemetalshaftoftheturbine.Canyourbladesbepositionedbackwards?Howdoyouknowifthere’sa“rightway”forabladetobepositioned?

5. ConnectthebaseoftheturbinetotheLEDlightsusingtheblackandredwires.Whydoyouthinkthelightsneedtwowirestowork?

6. Turnonthefanandpositionit infrontoftheturbine. Itwillworkbest ifyoukeepthefanclosetotheturbineandlineupthecenterofthefanwiththecenteroftheturbine.Whywouldchangingthepositionofthefanaffectthewindhittingtheturbine?

7. RecordyourobservationsintheDataTablebelow:Didthelightsturnon?Weretheydimorbright?

8. Discusswithyourgroupwhatyoucouldchangeaboutyourwindturbine,thenmakeyourchangesandrecordyourresultsinthedatatablebelow.

Observations

Wind Data Table

BladeType(A,B,C): NumberofBlades: BladeAngle(6°,28°,56°): Observations:

Renewable Energy




Earth Sciences

TEACHER GUIDE

Wind Experimentation

Howcanyouincreasetheoutputofyourwindturbine?DiscusswithyourgroupwhatyoucouldchangeandusetheHorizonRenewableEnergyMonitortodeterminehowtheoutputofyourturbinechanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.


Number of blades, blade angle, type of blades, different patterns/combinations of blades, distance of fan, etc.


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Renewable Energy




Earth Sciences

TEACHER GUIDE

Salt Water Battery Procedure

1. Lookatthetwopartsofthebatteryandhowtheyfitoneinsidetheother.Doesitmatterwhichwayyouputoneinsidetheother?Howwillyougetthemapartonceyouputthemtogether?

2. Thelargeflatpiecewiththebluetopistheanodeforourexperiment.Electronswillbeflowingoutfromtheanodeintoawireonceyoustartthebattery.Wherewouldyouattachawireontheanode?Whatcolorofwiredoyouthinkyoushouldyouuse?

3. Measureout15mLofsaltwaterusing thegraduatedcylinderanduse thesyringe to transfer it to thebottompartofthebattery.Whydoyouthinkwedon’tfillitupalltheway?

4. Takeyouranodeandclipitintothebottompartofthebattery.Whereshouldyouputwirestoletelectronsstartflowingthroughyourfuelcell?

5. Youhavetworedwires,butonlyoneneedstoconnectthebatterytothefanmotor.Wherewouldyouputtheotherredwire?

6. Attachtheblackandoneredwiretothefan.Attachtheotherredwiretotworedsocketsonthefrontandbacksidesoftheanode.Thisshouldstartthefanrunning.WritedownanythingyouobserveintheObservationssectionbelow.

Observations

Renewable Energy




Earth Sciences

TEACHER GUIDE

Salt Water Battery Experimentation

Howcanyouincreasetheoutputofyoursaltwaterbattery?DiscusswithyourgroupwhatyoucouldchangeandusetheHorizonRenewableEnergyMonitortodeterminehowtheoutputofyourbatterychanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.


Solution concentration, solution temperature, volume of solution, etc.


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Renewable Energy




Earth Sciences

TEACHER GUIDE

Capacitor Procedure

1. Lookatthesupercapacitor.It’sthelongcylinderwithoneredandoneblackplugononeend.Whatwiresdoyouthinkyoushouldattachtoit?

2. Onceyou’vegotwiresattachedtothesupercapacitor,you’llconnecttheotherendofthosewirestothepotentiometer(po-ten-ti-OM-et-er).That’sthedialwithred,yellow,

3. andgreensections.Wheredoyouthinkyou’llattachtheredandblackwires?Willitmatterwhichplugsyouuse?

4. The potentiometerwill tell youwhen you’ve filled the super capacitorwith energy, but you’ll need thehand-crankgeneratortodothat.Lookingatthegenerator,howdoyouthinkyoushouldattachittothepotentiometer?

5. Ifyou’vegotyourgeneratorhookeduptothepotentiometer,turnthehand-crankinaclockwisedirectiontotransferpowertothesupercapacitor.(WARNING:Donotspinitinacounter-clockwisedirectionoryouwilldamagethesupercapacitor!)Whatdoyouobserveasyouspinthehand-crank?

6. Asyoufillthesupercapacitor,you’llnoticethedialonthepotentiometermoving.Howwillyouknowwhenit’sfull?

7. Whenyou’vefilledthesupercapacitor,disconnectthepotentiometerfromthesupercapacitorandconnectthefantothesupercapacitorusingtheredandblackwires.Thefanshouldstartmovingassoonasit’sconnected.

Observations

Renewable Energy




Earth Sciences

TEACHER GUIDE

Capacitor Experimentation

Howcanyouincreasetheoutputofyourcapacitor?DiscusswithyourgroupwhatyoucouldchangeandusetheHorizonRenewableEnergyMonitortodeterminehowtheoutputofyourcapacitorchanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.


Charging time, level shown on potentiometer


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Renewable Energy




Earth Sciences

TEACHER GUIDE

Thermoelectric AssemblyIfgeneratorisalreadyassembled,gototheProceduresection.

1. Lookatthethermoelectricalsystem(thetwoconnectedcontainerswithredandblackwiresonthetop).Whichoftheotherpartsdoyouthinkwillattachtoit?

2. Howdoesthethermoelectricalsystemfitintoitsbase?Doesitmatterhowyouattachthem?

3. Whydoyouthinkthesealsarecoloredredandblue?Thethermoelectricalsystem’swiresarealsodifferentcolors.Doyouthinkthere’sarightandwrongsidetoputeachseal?Writedownanythingyou’veobservedintheObservationssectionbelow.

Thermoelectric Procedure

1. Filltwobeakerswithwater,onehotandonecold.

2. Beforeyoufillyourgenerator,besuretoputcoldwaterinthesidewiththeredwireandhotwaterinthesidewiththeblackwire,orallofyourresultswillbebackwards!

3. Openthetopsofthetwocontainerstofillyourgeneratorwithhotandcoldwater.

4. Closethelidsandinsertthethermometersintotheseals,pushingthemdowngentlybutfirmlyuntilthey’realmosttouchingthebottomofthecontainers.

5. Startthestopwatchandrecordthetemperaturesofeachthermometerinthetablebelow.

6. Connecttheredandblacksocketsonthegeneratortothefanwiththeredandblackwiresandobservewhathappens.

7. Disconnect thewires fromthe fanandconnect thegenerator to theLED lights instead. Observewhathappens.

8. After2minuteshavegoneby,recordthetemperatureagain,thenrepeatsteps6and7.

9. Repeatstep8untilyou’vefilledinthetablebelow.

Observations

Renewable Energy




Earth Sciences

TEACHER GUIDE

Thermoelectric Experimentation

Howcanyouincreasetheoutputofyourthermoelectricgenerator?Discusswithyourgroupwhatyoucouldchange and use the Horizon Renewable EnergyMonitor to determine how the output of your generatorchanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.


Temperature of either side, adding salt to increase temperature difference, volume of water in either side, etc.


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Renewable Energy




Earth Sciences

TEACHER GUIDE

Ethanol Procedure: 1. Yourethanolfuelcellisattachedtoafueltank,whichwillbemovingtheethanolsolutionintothefuelcell

whenyouremovetheclamponthetube.Fornow,leaveitthereandlookatyourfuelcell.

2. Wheredoyouthinkyou’dfindtheproductsofyourchemicalreactionexitingthefuelcell?

3. Attachtheredandblackwirestothefuelcell.Thenattachtheotherendsofthewirestothefan.Whydoyouthinkweneedtwowires?

4. Opentheclamponthefueltanktubetoletethanolsolutionintothefuelcell.

5. Onceliquidflowsoutoftheunclampedtube,replacetheclamponthefueltanktube.Whathappenstothefuelcellandfan?Recordyourobservationsbelow.

6. Tocleanoutyourfuelcellafteruse,fillthesyringewithdistilledwateranddisconnectthefueltanktubefromthefuelcell.

7. Attachthesyringetothefuelcellandpushthedistilledwaterintothefuelcell.

8. Disconnectthesyringeanditstubefromthefuelcellandfillthesyringewithair.

9. Usethesyringetopushairintothefuelcell.Yourfuelcellisnowreadytobeusedagain.

Observations:

Renewable Energy




Earth Sciences

TEACHER GUIDE

Ethanol Experimentation: Howcanyouincreasetheoutputofyourethanolfuelcell?DiscusswithyourgroupwhatyoucouldchangeandusetheHorizonRenewableEnergyMonitortodeterminehowtheoutputofyourfuelcellchanged.Trymanydifferentchangestomaximizethecurrent,voltage,andpower.Recordyourresultsinthetablebelow.


Solution concentration, solution temperature, air temperature, volume of solution, etc.


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Renewable Energy




Earth Sciences

TEACHER GUIDE

Data Summary:You’vetestedalotofdifferenttypesofrenewableenergyelectricgenerators.Reviewthedatayou’vecollectedandfillintheanswerstothefollowingquestions. Highestrecordedcurrent:____________Ageneratedbythe_____________________.(typeofgenerator)

Highestrecordedvoltage:____________Vgeneratedbythe_____________________.

Highestrecordedpower:_____________Wgeneratedbythe____________________.

Longestrunningtime:______________secgeneratedbythe_____________________.

Analysis

1. Wasoneofyourgeneratorsbetterthanalloftheothers?Makeascientificclaimaboutyourrenewableenergygenerators.

Claim should reference one or more generator’s capabilities. Example: “No generator was clearly better than all the others.”

2. Whatevidencedoyouhavetobackupyourscientificclaim?

Evidence should cite data in Observations and/or Experimentation sections. Example: “The salt water battery was able to run for much longer time than the others but produced a much lower voltage, current, and power. The highest current we measured came from the wind turbine, while the capacitor had the highest voltage and the solar panel produced the highest power.”

3. Whatreasoningdidyouusetosupportyourclaim?

Reasoning can draw from Background section and/or other materials used in class.Example: “Since no one generator was best at all the categories, there wasn’t one that was a clear favorite.”

Renewable Energy




Earth Sciences

TEACHER GUIDE

4. Designanexperimentthatwouldtesthowefficientlyeachgeneratorchangesitsfuel(hydrogen,sunlight,ethanol,wind,etc.)energyintoelectricenergy.Describeyourexperimentbelow.

There are many possible answers, but students must explain how they would measure energy efficiency, and have clear control and experimental groups in their description.

Conclusions

1. Basedonyourdataandyourobservationsofhoweachofthesetechnologieswork,whichonedoyouthinkwouldworkbestasasourceofpowerforacar?Explainyourreasoning.

Answers can vary, as long as students are able to back up their assertions with data from their observations/experimentation sections. For instance, there is a good reason that no cars are powered by wind turbines.

2. Arethereanytechnologiesamongtheonesyouinvestigatedthatwoulddefinitelynotbeusefulasalarge-scalepowersourceforatownorcommunity?Explainyouranswer.

Again, answers can vary, as long as students are able to back up their assertions with data from their observations/experimentation sections. For example, generators that provided very low current or those that weren’t able to run for a long time might not be ideal.

3. Amongthesourcesofelectricitythatyoufeelwouldbeusefulforatownorcommunity,whichtechnologyortechnologiesdoyoufeelwouldbemostusefulforyourcommunity?Explainwhatcharacteristicsofyourcommunitymakeyourchoicesthemostlogical.

Again, answers can vary, as long as students are able to back up their assertions with data from their observations/experimentation sections as well as their own knowledge about the constraints of their locale: weather/climate, population, geography, etc.

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