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cells and galvanic cells that concepts learned in one are applicable to the other, and one can be used to reinforce understanding of the other. 3. You can set up an electroplating apparatus to reinforce the connection between electricity and chemical changes. 4. Simple reforming fuel cells can be made that use HCl and HNO3 as hydrogen sources. A description and procedure is found in Bilash, Borislaw; Gross, George R.; and Koob, John K., A Demo A Day: A Year of Chemical Demonstrations. Batavia, IL: Flinn Scientific, 1995, p. 240. 5. A description of how to build a direct methanol fuel cell for classroom demonstration use can by found in Zerbinati, Orfeo, “A Direct Methanol Fuel Cell,” Journal of Chemical Education, July 2002, 79(9), 829. 6. A low-cost apparatus for studying gas adsorption on solid-surfaces for use in teaching is described in Macedo, Hugo; Aguiar-Ricardo, Ana ; and Sotomayor, João, “Construction of a Low-Cost Apparatus for Gas Adsorption on Solids, Journal of Chemical Education, June 2006, 83(6), 915. Student Projects 1. Students can research other fuels; they can be assigned fuels, other than methanol and ethanol, which are being investigated for use in fuel cells. Students should investigate the advantages, disadvantages, and potential applications of their assigned fuel. You might choose to have them report their findings as written reports, posters, or class presentations. This project might be done in groups so you don’t have to find a different fuel for each individual student in your class. 2. Have a debate/discussion in which students have been assigned to argue for either methanol or ethanol fuel cells as a better alternative for automotive use. 3. Assign students or groups to research and report on other important electrochemical processes, such as aluminum refining, galvanic corrosion protection, the reactions in rechargeable batteries, photovoltaic cells, etc. 4. Assign students or groups to research and report on non-automotive uses of fuel cells. Fuel cells are used in aerospace applications, portable electronic devices, and stationary power sources, among other things. Student reports, in whatever format you choose, should include information about the technical constraints of the application, the fuel used in a particular application, and the limits of the technology used, and outlook for future development. Anticipating Student Questions 1. “Why can’t water be used as a fuel?” Fuels release their energy by reaction with oxygen (which is relatively abundant). Water cannot react further because it is already oxidized as much as it can be. (Any further oxidation with oxygen would consume, not release energy.) 2. “Why can’t electricity from windmills be transmitted over long distances?” Electrical current is the motion of electrons moving through a wire or some other conducting material. Although the copper wire in transmission lines conducts electricity very well, it does resist the flow of electrons a little bit. Overcoming that resistance uses up some of the energy of the moving electrons. The longer the distance the electrons have to travel through the transmission lines, the more energy will gradually be used up overcoming resistance. After a few hundred miles, the flowing electrons will have lost so much energy that they won’t havePDF Image | BEYOND HYDROGEN
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