TABLE OF CONTENTS

Table of Contents

INTRODUCTION

a. Welcome to the World of Hydrogen and Fuel Cells!....................................................................1

b. Knowledge Inventories 

i. Pre-Knowledge Inventory ......................................................................................................3

ii. Post-Knowledge Inventory ....................................................................................................5

HYDROGEN

a. Introductory Activity — Mystery Scientist: Henry Cavendish ..................................................7

b.Hydrogen Mini-Lesson ..............................................................................................................11

c.How Do We Produce Hydrogen, Deliver, and Store Hydrogen? ..............................................15

i. Slide Show Activity Sheet......................................................................................................19

ii. Slide Show Activity Answer Sheet ......................................................................................21

iii. Slide Show Slides and Script ..............................................................................................23

iv. Electrolysis Experiment ......................................................................................................45

v. Electrolysis Experiment Activity Sheet ..............................................................................51

vi. Electrolysis Experiment Activity Answer Sheet ................................................................55

vii. Chemical Equations Slides and Script ..............................................................................57

d.Hydrogen Safety — Hindenburg Activity ................................................................................63

i. Hindenburg Questionnaire ..................................................................................................71

ii. Hindenburg Extension Activity ..........................................................................................73

FUEL CELLS

a. Introductory Activity — Mystery Scientist: William Grove ......................................................75

b.How Do Fuel Cells Work? ............................................................................................................79

i. Activity Sheet ........................................................................................................................85

c. Fuel Cell Applications ..................................................................................................................87

i. Student Readings ..................................................................................................................89

PUTTING IT ALL TOGETHER – THE VISION OF A HYDROGEN ECONOMY

a. The Vision ....................................................................................................................................95

i. Activity Sheet ........................................................................................................................99

APPENDICES

a. Extension Ideas..........................................................................................................................101

b.Web Resources ..........................................................................................................................103

Table of Contents
such as natural gas and water. Hydrogen fuel cell technology offers the promise of a world in

which energy is abundant, clean, reliable, and affordable.

Hydrogen and fuel cells are topics not often covered in classrooms or traditional textbooks.

The U.S. Department of Energy has designed this guide to include the following concepts:

1. In a “hydrogen economy,“ hydrogen is used to power our cars, homes, and businesses.

2. Hydrogen can be made from abundant and diverse resources found in the United States.

3. Fuel cells use hydrogen to create electricity with the only byproducts being water and heat 

(no pollutants or other emissions are released).

4. Fuel cells can be used to power almost anything from laptops and phones to cars and homes.

5. Just like gasoline and other fuels, hydrogen can be used safely.

Note to Teachers:

Teachers and students may recognize a few of the activities found in this guide. Great efforts have

been made, however, to adapt traditional lessons to follow an inquiry-based approach and 

actively engage students in the subject material. This activity guide uses several techniques to

encourage students to document their thoughts, ideas, and questions. Class discussions follow

most activities, which allow students to discuss and share their thoughts — and learn from each

other. Common misunderstandings may emerge in these discussions, and teachers can address

them at that time or in follow-up lessons. Traditional activity sheets are also provided for most 

lessons as an alternative to using inquiry-based science journaling or note-taking techniques

described in the extension section at the end of this guide.

The Pre-Knowledge Inventory provided in this guide is intended for students prior to instruction

to gauge their baseline knowledge (and should not be graded). The Post-Knowledge Inventory

should be administered after completing the lessons to measure what has been learned. Teachers

may wish to use this as a formal graded assessment.

This guide maps to the National Research Council’s National Science Teaching Standards, as well

as National Standards in Language Arts and Social Studies.

Welcome to the World of Hydrogen and Fuel Cells!
2

Welcome to the World of Hydrogen and Fuel Ce

are indicated, the actual PowerPoint files are located on the CD. Notes pages with thumbnails o

each slide and its accompanying text are included in this guide for your reference. For display

purposes, you can either show the slides from the CD or print transparencies from the CD.

We hope that you will share our excitement in educating young people about hydrogen and fu

cells and encourage you to share this guide with colleagues and others. Additional copies are

available free of charge from DOE’s Energy Efficiency and Renewable Energy Information Cente

at 877-EERE-INF(O) and can be downloaded from DOE’s hydrogen and fuel cell web site,

www.eere.energy.gov/hydrogenandfuelcells/education.html.

We would appreciate your feedback regarding the usefulness of this activity guide, suggested

changes, and results from the pre- and post-knowledge inventories. To share your comments 

and to remain on our mailing list, please visit 

www.eere.energy.gov/hydrogenandfuelcells/education.html.
Pre-Knowledge Inventory

1. What is meant by the hydrogen economy? Circle the best answer.

a. Stocks rise and are said to be “lighter than air.“

b. Paper money can be produced using hydrogen as its main ingredient.

c.Hydrogen will be used to provide our power needs.

d. Shares of hydrogen will be traded on the stock market.

2. How is hydrogen produced? Circle the best answer.

a. By using electricity to separate water molecules into hydrogen and oxygen.

b.Naturally, using certain types of algae.

c. By extracting it from natural gas, coal, and other fossil fuels.

d. All of the above.

3. What are the benefits of using hydrogen as a form of energy? Circle the best answer.

a. Hydrogen can be found in the U.S. in pockets concentrated in the Pacific Northwest.

b.Hydrogen can be used to create electricity cleanly — with only water and heat as byproducts.

c.Hydrogen-powered fuel cells have moving parts that wear out very quickly.

d.Hydrogen is currently cheaper to produce than gasoline.

True or False

________ 4. Fuel cells have been used by NASA to provide power aboard the Space Shuttle.

________ 5. When handled properly, hydrogen is safe to use in our personal vehicles.

________ 6. Hydrogen is the heaviest element on earth.

________ 7. Fuel cells produce electricity.

________ 8. Hydrogen is a gas and does not exist as a liquid.

________ 9. There are many kinds of fuel cells.

________10. Fuel cells have no moving parts and operate completely silently.
Pre-Knowledge Invent

4

d. Industrial equipment

e. Street lights

f.Homes 

g. Buses

h. Motorcycles

i. Power tools
Post-Knowledge Inventory

1. What is meant by the hydrogen economy? Circle the best answer.

a. Stocks rise and are said to be “lighter than air.“

b. Paper money can be produced using hydrogen as its main ingredient.

c.Hydrogen will be used to provide our power needs.

d. Shares of hydrogen will be traded on the stock market.

2. How is hydrogen produced? Circle the best answer.

a. By using electricity to separate water molecules into hydrogen and oxygen.

b.Naturally, using certain types of algae.

c. By extracting it from natural gas, coal, and other fossil fuels.

d. All of the above.

3. What are the benefits of using hydrogen as a form of energy? Circle the best answer.

a. Hydrogen can be found in the U.S. in pockets concentrated in the Pacific Northwest.

b.Hydrogen can be used to create electricity cleanly — with only water and heat as byproducts.

c.Hydrogen-powered fuel cells have moving parts that wear out very quickly.

d.Hydrogen is currently cheaper to produce than gasoline.

True or False

________ 4. Fuel cells have been used by NASA to provide power aboard the Space Shuttle.

________ 5. When handled properly, hydrogen is safe to use in our personal vehicles.

________ 6. Hydrogen is the heaviest element on earth.

________ 7. Fuel cells produce electricity.

________ 8. Hydrogen is a gas and does not exist as a liquid.

________ 9. There are many kinds of fuel cells.

________10. Fuel cells have no moving parts and operate completely silently.
6

d. Industrial equipment

e. Street lights

f.Homes 

g. Buses

h. Motorcycles

i. Power tools

Post-Knowledge Inventory
Hydrogen Introductory Activity — Mystery Scientist

This activity can be used as part of a science, history, or language arts class. If your school uses a

team or theme approach to teaching, non-science teachers may wish to use this activity to 

supplement the theme taught in the science class.

Students should develop and document their plans for how they will identify the scientist before

they attempt to solve the mystery. They can revise their approaches as they work but should 

document adjustments to their plans. As a separate language arts activity, teachers may wish to

conduct a class discussion or journaling activity in which students explain how they solved the

mystery.

B. Standards

Science

• Science and Technology Content Standard E

DAs a result of activities in grades 5–8, all students should develop — 

-Science in Personal and Social Perspectives

• History and Nature of Science Content Standard G

DAs a result of activities in grades 5–8, all students should develop an understanding of — 

-Science as a Human Endeavor

-Nature of Science

-History of Science

C. Teacher Background

The mystery scientist in this selection is Henry Cavendish.

D. Materials

Copies of Mystery Scientist #1 for each student

E.Activity Steps

1. Introduce the activity to students — tell them they are going to read about a mystery scientist.

2. Explain that students should develop a plan for how they will identify the mystery scientist

(they can document their plan in their science journals).

3. Explain to students that the class will discuss the mystery scientist’s significant 

accomplishments once his or her identity is revealed.
8

Despite his family’s wealth, however, this man's early life was not easy. When he was only two

years old, his mother died after giving birth to his brother Frederick. At the age of 18, he entere

St. Peter's College at the University of Cambridge. He studied there for four years but did not

receive a degree, probably because he refused to declare his loyalty to the Church of England.

After four years of college education and little to show for his efforts, this scientist decided to

drop out of academic life and tour Europe with his brother. When he tired of traveling, he move

in with his father, Lord Charles, and lived in the SoHo section of London. It was during this time

in SoHo that he conducted most of his electrical and chemical research, first as Lord Charles’

assistant. A remarkable scientist, Lord Charles received praise from many great men of his time

including Benjamin Franklin. Even though his father was very wealthy, he did not like to spend

money frivolously, so they lived a frugal life. In 1783, upon his father’s death, this mystery scient

suddenly found himself a millionaire and in control of a fortune. He has been called,“the riches

of all learned men, and very likely also the most learned of all the rich.“ 

Upon receiving his inheritance, this mystery scientist could afford to buy anything he pleased,

so he moved to a villa and set up a well-stocked laboratory and library. His house included an

outdoor wooden stage, from which he could climb a large tree to view the sky and make 

astronomical observations, and a large telescope on the roof could be seen for miles around.

This scientist, an eccentric millionaire physicist and chemist, conducted experiments in many

fields — 

• He demonstrated that water is made of oxygen and “inflammable“ air, called hydrogen, which 

is credited with discovering and determining its specific gravity.

• He demonstrated the composition of air and various properties of electricity.

• He showed that hydrogen and oxygen, both gases, when combined, form water, and that the

weight of the water produced is equal to that of the gases. This led to the discovery that wate

a compound and not an element.

• He performed experiments with carbon dioxide, known then as “fixed air.“

• He is also believed to have discovered nitric acid in 1785.

• He investigated the physical properties of gold alloys to help the government understand the

loss of gold in coins due to wear.

• He devised new astronomical instruments to study the heavens.

• He even measured the density and mass of the Earth using a method known today as the

__________ (his last name) experiment. Sir Isaac Newton had discovered the Law of Universal

Gravitation before he died in 1726. However, Newton’s law included a missing “unknown 

constant“ which this mystery scientist discovered using this experiment.

Hydrogen Introductory Activity — Mystery Scien
you could ever want? Can you imagine being able to spend as much as you wanted on your

hobby? Can you imagine the pursuit of scientific discovery as a hobby? 

This mystery scientist was viewed by those outside the scientific community as a shabby, strange,

quiet, and shy man. He chose to live a solitary life, perhaps because he spoke with hesitation and

difficulty in a thin, squeaky voice. He almost never appeared in public and was so terrified of

women that he communicated with his female servants using written notes that usually

described what he wanted for dinner - “a leg of mutton.“ He even went so far as to order all of his

female help to stay out of his sight. Needless to say, he never married or had close friendships

outside of his family. His only social activity was the weekly dinner meeting conducted by the

Royal Society Club, a casual organization for scientists, scholars, politicians, and patrons of science

and learning. This group became very influential throughout the 1800s, increasing knowledge of

the natural sciences and advising the English Government on scientific matters. Even though he

rarely missed these meetings, he seldom spoke and would not allow a formal self-portrait to be

painted. The only likeness of him known to exist today was sketched during one of the Royal

Society dinners without his knowledge. He was an active member of the Royal Society from 

1760 until his death in 1810 at the age of 78.

The outside world had little effect on this man. He usually wore a very outdated outfit that 

consisted of a faded, crumpled violet suit with a high collar and frilled cuffs, worn with a 

three-cornered hat. This appeared just as strange in his time as it would in ours and led people 

to regard him as a truly “mad scientist.“ 

Because of his quiet nature, reluctance to publish his findings, and lack of contact with the 

scientific community, credit for his discovery of the composition of water was nearly given to two

other scientists who had carried out similar investigations after he did. He was forced to prove

that he was responsible for the discovery — and learned a valuable lesson about communication.

Despite this experience, he still lacked a desire to formally publish his research findings (he 

published only twenty articles and no books), and the credits for many of his important 

conclusions about electricity were given to scientists Faraday, Coulomb, and Ohm, who became

quite famous for these discoveries. This mystery scientist’s electrical experiments included 

studies of current strength. He measured the strength of electrical currents by giving himself a

series of shocks and documenting the amount of pain! (He truly suffered for his science). He 

carried out his experiments simply to satisfy his own curiosity, often repeating an experiment

many times to ensure the accuracy of his findings. This scientist was not the sort of man who

sought fame or credit — but he finally received the recognition he deserved when, in the late

19th century, the University of Cambridge named a new laboratory after him. This laboratory has 

produced some of the finest nuclear physics discoveries of our time and has proven worthy of his

name and memory.

Hydrogen Introductory Activity — Mystery Scientist
10

Hydrogen Introductory Activity — Mystery Scien
wish to have students take notes in their science journals as the discussion progresses to help

them remember details about hydrogen to use in their poetry writing.

B. Standards

Science

• Science in Personal and Social Perspectives Content Standard F

DAs a result of activities in grades 5–8, all students should develop an understanding of — 

-Populations, resources, and environments

-Risks and Benefits

• Physical Science Content Standard B

DAs a result of their activities in grades 5–8, all students should develop an understanding of — 

-Properties and changes of properties in matter

- Transfer of Energy

• Physical Science Content Standard B

DAs a result of their activities in grades 5–8, all students should develop an understanding of — 

-Transfer of Energy

Language Arts

• Standard for the English Language Arts #12

DStudents use spoken, written, and visual language to accomplish their own purposes (e.g.,

for learning, enjoyment, persuasion, and the exchange of information).

C. Teacher Background

This lesson consists of a discussion that leads students to a basic understanding of hydrogen and

its unique qualities. Hydrogen is the simplest and lightest element — #1 on the periodic table. An

atom of hydrogen contains only one electron and one proton. Hydrogen is the most 

abundant element in our universe. Although it is readily available in the United States, it does 

not exist by itself in nature. It must be separated from compounds such water, natural gas, coal, or

biomass. Moving to a hydrogen economy, in which we use hydrogen to meet our energy needs,

would reduce our Nation’s dependence on foreign oil.

D. Materials

• Paper and pencils for writing poems

• Discussion script for teacher

Hydrogen Mini Lesson — What is Hydrogen?
12

and fuel cells.

3. Sample Poem:

Tiny, Powerful,Hydrogen

F.Assessment

Assessment should be based on the scientific accuracy and number of facts presented in 

student poems.

Discussion Script

Teacher: Has anyone ever heard of something called “hydrogen?“ What do you know 

about hydrogen?

Responses to elicit: Hydrogen is an element which exists naturally as a gas. It is the simplest and

lightest element. It is lighter than air, odorless, and colorless.

Teacher: Where is hydrogen on the periodic table?

Responses to elicit: It is number one on the periodic table.

Hydrogen Mini Lesson — What is Hydrog

Hydrogen, Hydrogen

How special you are,

When run through a fuel cell,

You can power a car.

Hydrogen, Hydrogen

A medal you deserve,

Wait, you’re not a metal,

You’re gas, How absurt!

Hydrogen, Hydrogen

You never find just one,

Attached to an oxygen,

Then water it becomes.

Hydrogen, Hydrogen

You’re number one

On the periodic table,

And you’re made by the sun.

Hydrogen, Hydrogen

The power you bear,

You’re odorless and colorless

We can’t tell if you’re there.
Responses to elicit: Hydrogen is used in industry (petroleum refining, chemical production,

treating metals).

Hydrogen can also be used as an energy carrier, or a fuel, to provide power. NASA has used hydrogen for many years aboard the space shuttle to power equipment using a fuel cell. Fuel cells use

hydrogen and oxygen to create electricity that can power a motor or do other work. The only

emission is water, and on board the Space Shuttle, the water produced as a byproduct of the fuel

cell is used for the astronauts’ drinking water — it’s that clean! 

Teacher: Where do we find hydrogen?

Responses to elicit: Hydrogen is present in a number of different resources — water, fossil fuels

(hydrocarbons — hydrogen and carbon), biological material, etc. But even though it is found just

about everywhere, it doesn’t exist by itself in nature — it is found attached to other atoms in

compounds and must be separated from the other atoms.

Today, most of the hydrogen produced in the U.S. is made from natural gas.

FACT: The U.S. hydrogen industry produces about 9 million tons of hydrogen annually. That’s

enough hydrogen to power 20–30 million cars or 5–8 million homes.

Teacher: Is there a lot of hydrogen in our world?

Responses to elicit: It is the most abundant element in the universe. But it doesn’t exist by itself on

Earth — it is always found with other elements in the form of compounds. Hydrogen is found in

water, H2O, combined with oxygen. It is also combined with carbon in methane (natural gas), CH4,

which many people used to heat their homes. Hydrogen also combines with carbon to form

propane (C3H8).

Teacher: How is hydrogen produced or separated from the compounds in which it exists?

Responses to elicit: Since hydrogen doesn’t exist on Earth by itself, we must make it. We make it

by separating it from compounds such as water, biomass (wood, garbage, and agricultural waste),

or natural gas. Scientists have even discovered that some algae and bacteria produce hydrogen.

Hydrogen Mini Lesson — What is Hydrogen?
14

Teacher: How can use hydrogen as a fuel — what can it power?

Responses to solicit: Hydrogen can power just about anything, from small portable equipment 

buildings and even cars and trucks.

Hydrogen Mini Lesson — What is Hydrog
science journals using the format mentioned in the extension section of this guide.

B. Standards 

Science

• Science and Technology Content Standard E

DAs a result of activities in grades 5–8, all students should develop — 

-Understanding about science and technology

• Science in Personal and Social Perspectives Content Standard F

DAs a result of activities in grades 5–8, all students should develop an understanding of — 

-Populations, resources, and environments

-Risks and Benefits

-Science and Technology in Society

Social Studies

• Teaching Standard #8 — Science, Technology, and Society

DSocial studies teachers should possess the knowledge, capabilities, and dispositions to

organize and provide instruction at the appropriate school level for the study of science,

technology, and society.

Language Arts

• Standards for English Language Arts #1

DStudents read a wide range of print and non-print texts to build an understanding of texts,

of themselves, and of the cultures of the United States and the world; to acquire new 

information; to respond to the needs and demands of society and the workplace; and 

for personal fulfillment. Among these texts are fiction and nonfiction, classic and 

contemporary works.

• Standards for the English Language Arts #8

DStudents use a variety of technological and information resources (e.g., libraries, databases,

computer networks, video) to gather and synthesize information and to create and 

communicate knowledge.

• Standards for the English Language Arts #12

DStudents use spoken, written, and visual language to accomplish their own purposes 

(e.g., for learning, enjoyment, persuasion, and the exchange of information).

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
16

demonstration projects, NASA is the primary user of hydrogen as an energy carrier. In addition 

the cost-effective production of hydrogen, several other technical challenges remain. Among

them are developing a hydrogen delivery and refueling infrastructure (drivers need 

conveniently-located fueling stations for their vehicles), and improving hydrogen storage 

technologies to enable vehicles to travel just as far on a “tank“ of hydrogen as they do on a tan

of gasoline. Reducing the cost of fuel cells is also important. The PowerPoint presentation on th

enclosed CD is designed to give students a brief overview of hydrogen production, delivery, an

storage technologies. This presentation can also be downloaded off the internet at this address

www.eere.energy.gov/hydrogenandfuelcells/education.html

D. Materials

• Hydrogen production, delivery, and storage technology PowerPoint presentation 

• PowerPoint script for teacher to read to class as the slides are shown

E.Activity Steps

1. Introduce Power Point presentation. *Note: To move from one slide to the next,“left-click“ the

mouse or press the “enter“ or “down-arrow“ key. Each slide will run automatically once it starts, 

a new slide will not appear without using the mouse or pressing the appropriate key. This is

designed to allow you and your class as much time as needed on each slide.

2. Run through the presentation once, completely, without asking students to take notes. Show

the presentation a second time and ask students to record their thoughts and questions either 

a science journal format, or on the activity sheet included.

3. Ask students to share any of their questions or thoughts to initiate a discussion.

4. When you’re ready, break students into groups of three and assign each group one of the 

following production methods: water electrolysis, steam methane reforming, biological productio

photobiological processes (algae), and nuclear power. Ask each group of students to create a

news brief on its hydrogen production method. This should be done as a group activity in whic

all three members of the group agree on the final news brief. A news brief is a short science artic

of less than five paragraphs, intended to give the essential facts. Each group should write a rou

draft first, followed by a group edit with the teacher — the teacher should read drafts aloud, an

together with students, agree on changes to the final draft. Students could create artwork or 

photographs to accompany the final article. Articles can be published in a class newsletter to

send home to parents, a district newsletter that informs patrons of student activities, an interna

school district newsletter, or a local newspaper that highlights student accomplishments. You 

will end up with more than one news brief on each of the production methods, which will allow

students to compare what other groups thought was important.

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
PowerPoint Script

The script for the PowerPoint slides follows the Activity Sheet and Answer Sheet on page 23;

it shows each slide and its accompanying text. The PowerPoint file is on the CD.

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
This Page is Intentionally Bl

18
1. What is the lightest and most abundant element in our universe?

2. Hydrogen does not exist by itself in nature, but its atoms are attached to other atoms to form

compounds. List two of these compounds.

3. What is the most abundant compound on earth?

4. What is the chemical formula for water? 

What does this mean?

5. What is electrolysis?

6. How is most of the hydrogen currently produced in the United States?

7. List one other way to produce hydrogen.

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
20

10. What is the only exhaust produced by a fuel cell?

11. List two different applications that could be powered by a fuel cell.

12. Imagine one thing in your current life that would be different if it was powered by a fuel ce

How would this change affect your life? Be creative!

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
1. What is the lightest and most abundant element in our universe?

Hydrogen

2. Hydrogen does not exist by itself in nature, but its atoms are attached to other atoms to form

compounds. List two of these compounds.

Any fossil fuel such as oil, natural gas, coal;

Biological materials such as corn, wheat, oats, barley, etc.;

Any plant material such as trees, flowers, and food crops;

Water

3. What is the most abundant compound on earth?

Water

4. What is the chemical formula for water? H2O 

What does this mean?

In every molecule of water, there are two atoms of hydrogen and one atom of 

oxygen. This also means that there is twice as much hydrogen as oxygen in one 

molecule of water.

5. What is electrolysis?

Using an electric current to split water into hydrogen and oxygen

6. How is most of the hydrogen currently produced in the United States?

Steam methane reforming which uses high temperature steam to break apart

methane or other fuel into hydrogen and carbon monoxide.

7. List one other way to produce hydrogen.

Breaking down biological material (also called Biomass) using heat;

Algae produces hydrogen naturally in the presence of sunlight;

Splitting water using sunlight, solar heat, wind power, or heat from a nuclear 

power plant.

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
22

9. What are the two things needed for a fuel cell to produce electricity?

Hydrogen and Oxygen

10. What is the only exhaust produced by a fuel cell?

Water

11. List two different applications that could be powered by a fuel cell.

Anything that currently uses electricity, battery power, or gasoline, such as 

automobiles, trucks, cell phones, laptop computers, home heating and air 

conditioning, powering factories, etc.

12. Imagine one thing in your current life that would be different if it was powered by a fuel ce

How would this change affect your life? Be creative!

Answers will vary.

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
Hydrogen and Fuel Cells Hydrogen and Fuel Cells

How is Hydrogen Produced, Delivered, How is Hydrogen Produced, Delivered, 

and Stored? and Stored?

Brought to you by –

Welcome to the world of hydrogen! In this slide show, you will learn about 

hydrogen as a form of energy — and how it can be safely produced, stored, and 

delivered. 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
Table

Ļ

Hydrogen — first and lightest element on the periodic table. 

24

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
Hydrogen

Hydrogen has been used in the chemical and refining industries and the space 

program for many years, but its most exciting use is as a form of energy. When 

used in fuel cells to create electricity, hydrogen offers the promise of a safe, 

clean, and sustainable energy future. But in order to benefit from using 

hydrogen as a form of energy, we must be able to safely and efficiently 

produce, store, and deliver it.

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
Hydrogen is the most abundant Hydrogen is the most abundant 

element in the universe. element in the universe.

Hydrogen is the most abundant element in our universe. 

26

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
y , p

by se, bus oud as paoa 

compound in abundant and compound in abundant and 

diverse resources such as the diverse resources such as the 

fossil fuels natural gas and coal. fossil fuels natural gas and coal.

 What is the most What is the most 

abundant abundant

compound on compound on 

earth?

It is also found in a great number of diverse resources on earth — and in the United 

States. But hydrogen does not exist by itself in nature. Hydrogen atoms are always 

found with other atoms, as part of a compound. Hydrogen can be found in fossil 

fuels, such as natural gas and coal, in biological or plant materials, and in other 

compounds. Can you name the most abundant compound on earth?

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
That’s right, it’s water. And water contains hydrogen. 

28

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
Water = H Water = H2O

Two Hydrogen Atoms One Oxygen Atom

Electrolysis: The process of using an electrical current to 

split water into hydrogen and oxygen.

The chemical formula of water is H2O. This means that in every molecule of water, 

there are two atoms of hydrogen and one atom of oxygen. One way to produce 

hydrogen involves using an electrical current to split water into its component parts, 

hydrogen and oxygen. This process is called electrolysis. 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
generated using wind or generated using wind or 

solar power, for solar power, for 

example, electrolysis example, electrolysis 

can be a clean and can be a clean and 

renewable way to renewable way to 

produce hydrogen. produce hydrogen.

wind farm solar panels

Electrolysis

Electrolysis can be a clean and renewable way to produce hydrogen — the 

electricity needed for the process can be generated using pollution-free, renewabl

energy technologies, such as wind or solar power. 

30

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
efficiently, and cost efficiently, and cost-effectively. effectively.

Steam Methane Reforming Steam Methane Reforming –

 This method involves using This method involves using 

high temperature steam to high temperature steam to 

extract hydrogen from natural extract hydrogen from natural 

gas.

 Both hydrogen and carbon Both hydrogen and carbon 

monoxide are produced. monoxide are produced.

 Today, 95% of the hydrogen Today, 95% of the hydrogen 

produced in the United States produced in the United States 

is made through steam is made through steam 

methane reforming. methane reforming.

In addition to electrolysis, scientists in the United States and around the world are 

researching ways to produce hydrogen cleanly, inexpensively, and efficiently. In 

fact, most of the hydrogen produced today in the United States is extracted through 

a process called steam methane reforming, in which hydrogen-rich fuels, such as 

natural gas and coal, are converted into hydrogen and carbon monoxide.

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
nuclear energy

algae

biological material

Other ways to produce hydrogen include —

• Using heat to break down biological material or coal into a gas that is then use

to generate hydrogen

• Using certain kinds of algae that produce hydrogen in the presence of sunlight

• And other water-splitting processes, which don’t use electricity, but instead use 

some other form of energy, such as sunlight, solar heat, or heat from a nuclear 

power plant.

32

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
With so many ways to produce hydrogen, the question becomes, “why don’t we use 

more of it today?” 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
One of the challenges to using hydrogen as a form of energy is the cost of 

production. When compared to the fuels we use today, such as gasoline, natural 

gas, and coal, hydrogen is expensive to produce. Researchers are studying each 

of the different technologies to reduce the cost of producing hydrogen.

34

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
stations...or at large plants and stations...or at large plants and 

delivered to users. delivered to users.

Small amounts of hydrogen can be produced in a distributed manner — or at the 

point of use, such as a fueling station, for example. But hydrogen can also be 

produced in greater volumes at large, central plants. Once it’s produced at the 

plant, however, it must be safely and easily stored and delivered to users. 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
compressed hydrogen 

gas tank

liquid hydrogen tank

metal hydrides

carbon nanotubes

Hydrogen can be Hydrogen can be 

stored as a gas, stored as a gas, 

liquid, and even in a liquid, and even in a 

chemical chemical 

compound. compound.

Hydrogen can be stored as a gas, liquid, and even in a chemical compound. 

The most common way to store hydrogen is as a compressed gas, in tanks. 

Liquid hydrogen can also be stored in tanks. Scientists are also researching 

ways to store hydrogen in chemical compounds. 

36

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
Challenge: Challenge:

To store enough hydrogen on To store enough hydrogen on-board 

a vehicle to enable drivers to travel a vehicle to enable drivers to travel 

300-350 miles before refueling 350 miles before refueling

When considering the different ways we can use hydrogen as a form of energy, 

storage presents a technical challenge. The storage tanks on a vehicle must hold 

enough hydrogen to enable drivers to travel about 300–350 miles before refueling. 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
But the tanks, which in many prototype hydrogen vehicles are held in the trunk of 

the car must be small and compact — so as not take up too much trunk space. 

With a big tank in the back, where would you put your luggage...or your shopping 

bags...or your golf clubs? Scientists are still working to develop hydrogen storage 

technologies that will give drivers the range that they’re used to, without sacrificing 

trunk space. 

38

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
Hydrogen pipelines exist only in 

certain regions of the country.

Hydrogen can be transported through pipelines from large production plants to 

the locations where it will be used. But unlike our network of pipelines for 

natural gas and other fuels, today’s hydrogen pipeline network is small and 

limited to only certain regions of the country. To enable widespread use of 

hydrogen, new pipelines may need to be built. Hydrogen can also be stored and 

delivered by trucks, on railcars, or by ships. 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
produced and safely stored, it can 

generate electricity using 

a fuel cell. 

So how can we use hydrogen once it has been safely produced, stored, and 

delivered? One of the most promising possibilities is in a fuel cell. 

40

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
Fuel cells use hydrogen and oxygen – from air – to generate electricity, with the 

only byproducts being water and heat. There are no harmful pollutants. 

41

HYDROGEN

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
supply energy to power anything from supply energy to power anything from 

automobiles to homes to computers. automobiles to homes to computers.

Picture it...

And fuel cells can power just about anything – from small applications, like cell 

phones and laptop computers, to larger ones, like cars, trucks, buildings, and 

factories. 

42

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
can be used in fuel cells to create can be used in fuel cells to create 

electricity with the only byproducts being electricity with the only byproducts being 

water and heat. water and heat.

Hydrogen is a clean form of energy. It can be used in fuel cells to create 

electricity with the only byproducts being water and heat. There are no harmful 

pollutants, no black smoke from smokestacks or your school bus tailpipe. That’s 

better for our lungs and better for the health of our planet. 

Hydrogen — How Do We Produce, Deliver, and Store Hydrogen?
With hydrogen, we can realize the vision of a safe, clean, abundant, and 

affordable energy future.

44

Hydrogen — How Do We Produce, Deliver, and Store Hydrog
science journals or complete the activity sheet provided (the activity sheet can also be used as an

assessment tool once the experiment is complete).

B. Standards 

Science

• Science as Inquiry Content Standard B

DAs a result of activities in grades 5–8, all students should develop — 

-Abilities necessary to do scientific inquiry

-Understandings about scientific inquiry

• Physical Science Content Standard B

DAs a result of their activities in grades 5–8, all students should develop an understanding of — 

-Properties and changes of properties in matter

-Transfer of Energy

• History and Nature of Science Content Standard G

DAs a result of activities in grades 5–8, all students should develop understanding of — 

-Nature of Science

Social Studies

• Teacher Standard #7 — Production, Distribution, and Consumption

DSocial studies teachers should possess the knowledge, capabilities, and dispositions to

organize and provide instruction at the appropriate school level for the study of how 

people organize for the Production, Distribution, and Consumption of goods and services.

• Teacher Standard #8 — Science, Technology, and Society 

DSocial studies teachers should possess the knowledge, capabilities, and dispositions to

organize and provide instruction at the appropriate school level for the study of science,

technology, and society.

Language Arts

• Standard for the English Language Arts #12

DStudents use spoken, written, and visual language to accomplish their own purposes 

(e.g., for learning, enjoyment, persuasion, and the exchange of information).

C. Teacher Background

As students learned in the previous lesson, hydrogen can be produced via electrolysis, whereby

electricity is used to separate water into hydrogen and oxygen.

Hydrogen — Electrolysis Experiment
46

electrolysis, electrical pressure (potential) at the negatively charged electrode, or cathode, push

electrons into the water. The anode, which is positively charged, attracts electrons. Water, howe

is not a good conductor — in order for a charge to flow in a circuit, water molecules near the

cathode split into positively-charged hydrogen ions (H+

) and negatively-charged hydroxide ion

(OH-) (equation: H2O —–> H+ + OH--).

The hydroxide ion (OH--) has a negative charge rather than a neutral charge. This is because the

oxygen atom needs the hydrogen electron in order to be stable, with a completely-filled outer

shell. The hydrogen ion (H+) is therefore free to pick up an electron from the cathode and

become a neutral hydrogen atom (equation: H+ + e-- —–> H). Each hydrogen atom combines wit

another hydrogen atom to form hydrogen gas molecules, which are visible as bubbles at the 

cathode (equation: H + H —–> H2).

While hydrogen gas is being produced at the cathode, the positively charged anode attracts

(negatively charged) hydroxide ions. At the anode, each hydroxide ion loses an electron and 

combines with other three other hydroxide molecules to form one molecule of oxygen gas and

two molecules of water (equation: 4OH-- —–> O2 + 2 H2O + 4e--).

Note: There is a PowerPoint file containing slides with the chemical equations for this experiment 

the CD. The script for the PowerPoint slides follows the experiment, Activity, and Answer Sheets on

page 57; it shows each slide and its accompanying text.

D. Materials

(1 set of the following materials for each student group)

• One 6-volt lantern battery. You can also use a solar panel and either a reading lamp or the sun 

your energy source.

• Tap water

• Two wire test leads with double-ended alligator clips. If you are using a solar panel as your 

energy source, you will need a wire with an alligator clip at only one end.

• Aluminum foil — 2 pieces, each about 6 cm x 10 cm

• Salt

• 400–1000 milliliter (ml) clear beaker or small, clear plastic tub 

E.Activity Steps

1. Introduction: Tell students that they will conduct an experiment using electricity and water.

Explain that they will be putting electricity into a tub of water (H2O), causing it to split into 

hydrogen and oxygen.

Hydrogen — Electrolysis Experim
a. Next, ask students to make their experimental “electrodes“ using a 6 cm x 10 cm piece of

aluminum foil and the following steps:

• Fold each piece length-wise, accordion style, into a piece about 1 cm wide

• Press hard together as if making a small paper fan

• Measurements and folds do not need to be exact, but the two electrodes should be 

approximately the same size

b. Fill the clear container with tap water until it is about 3

/4 full.

c.Attach one of the alligator clips from each wire (remember that your wire should have an

alligator clip on both ends) to your source of power.

• If you are using a lantern battery, attach one alligator clip to each of the terminals.

• If you are using a solar panel, attach two wires to the back of the panel if they are not

already attached.

d. Attach the other end of the wire, using the alligator clip, to one short end of each 

of the electrodes.

4. Predictions:

a. Ask students to predict the following either in their science journals or on the activity sheet:

• What will happen when we place the electrodes, with wires and battery attached,

in the water? 

b.Discuss their predictions. Try to not give any clues as to what might happen; instead solicit

and record as many ideas as possible — even if student responses are scientifically 

incorrect. Misconceptions will be corrected as the experiment progresses.

Hydrogen — Electrolysis Experiment
48

7. Next, have students add salt until the water becomes cloudy. Salt acts as a catalyst which 

causes this experiment to work much more quickly than it did without the salt. Discuss with 

students why they think they added salt to the water using the term “catalyst“ in their prediction

8. After a short time delay, one of the electrodes should show a fairly powerful gas production.

This time delay is called the “induction period“ and can be a vocabulary word documented in

their science journals or at the end of the laboratory activity sheet. Discuss their observations.

9. Discuss student explanations of how the experiment is different after the salt is added.

10. Ask students to predict in science journals or on the laboratory activity sheet which electro

is producing hydrogen and which is producing oxygen. How do they know this? 

Note: The electrode producing the largest amount of gas is the negative electrode, or 

cathode. The gas produced is hydrogen. The other electrode should be producing a 

comparably smaller amount of gas; this electrode is the anode and the gas produced is 

oxygen. Students should remember the chemical formula for water is H2O and realize that

there twice as much hydrogen as oxygen is being produced. Remember that your power

source provides an electric current, which is conducted through the two aluminum 

electrodes that are not connected to each other. Current can flow only when a circuit is

closed. Water does not readily conduct an electric current, however — electrons will not flo

easily. Dissolving salt in the water increases conductivity. The sodium and chloride atoms

(ions) in salt make the water more conductive.

11. Ask students to explain why they know that gas is being produced at the electrodes.

12. Ask students to document all of their observations in their science journals or on the 

laboratory activity sheets.

13. Answer any questions that students may have after the experiment is finished.

Extension Activity: Collecting the Gases

• Continue this experiment using 10–15ml test tubes to collect the gases produced.

-Submerge the test tubes in the water so that each is completely filled.

-Turn each tube upside-down.

-Lift the full tubes slightly out of the water, keeping them turned upside-down, so that no a

can leak into the tubes (leave the open end of the tube under water).

Hydrogen — Electrolysis Experim
• When the tube has filled with hydrogen, you can test

for the presence of hydrogen using a candle.

Note: The amount of gas collected is very small — 

there is no risk of explosion with 

the following activity.

-Light a candle and carefully set it beside the water container.

-Pull the tube out of the water, keep it upside down, and hold it over the candle. (Hydrogen

will escape from the tube very quickly once it is out of the water, so try to do this as quickly

as possible). There should be an audible “puff.“ Move the tube away from the candle for a few

seconds and hold it over the candle a second time. You should hear nothing.

• Ask students to predict in their science

journals or at the end of their activity

sheets why they heard a “puff“ the first

time but not the second time.

Hydrogen — Electrolysis Experiment
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1. In this experiment, you will be using electricity to split water into hydrogen and oxygen.

You will make two electrodes using aluminum foil and attach each to a power source using 

wires and alligator clips. You will then place your electrodes in a container filled with tap water

(and some salt).

2. Check your supplies with the following list to make sure you have everything you will need to

conduct this experiment.

Supply List:

a) One 6-volt lantern battery or a solar panel with either a lamp with an exposed bulb or the

sun as the energy source

b) Tap water

c) Two wire test leads with double-ended alligator clips. If you are using the solar panel as

your energy source, you will need two wires with alligator clips on only one end.

d) Aluminum foil — 2 pieces, each about 6 cm x 10 cm

e) Salt

f ) 400–1000 milliliter (ml) clear beaker or small, clear plastic tub 

3. Prediction #1: List any safety concerns that you believe you should consider during this 

experiment. Be prepared to share your concerns with the class in a discussion which will follow.

4. Setting up the Experiment

• Step 1 — Make the electrodes

a) Take the two pieces of aluminum foil and fold them along the short side in an accordion

fashion as if you were making a paper fan. Your electrode should be about 2 cm x 6 cm.

b) Press the folds hard together so that the electrode is flat.

c) Measurements and folds do not need to be exact, but the two electrodes should be

approximately the same size.

• Step 2 — Fill the clear container with regular tap water until it is about 3

/4 full.

Electrolysis Experiment Activity Sheet
52

• Step 4 — Prediction #2: What do you think will happen when you attach your electrodes to y

power source and place them in the water?

• Step 5 — Place your electrodes, attached to your power source, into the water. Do not let you

electrodes touch each other. Why is it important to keep the electrodes from touching each

other when they are placed in the water?

Record your observations and be prepared to discuss them with the entire class.

• Step 6 — Remove the electrodes from the water and add salt until the water becomes cloudy

Stir the water and wait for a minute or two until most of the salt is dissolved.

• Step 7 — Prediction #3: Why did you add salt to the water? Use the term catalyst in your explanat

• Step 8 — Place the electrodes back into the water. Record your observations.

Electrolysis Experiment Activity Sh
• Step 11 — Prediction #5: At which electrode is hydrogen produced? How can you tell? 

Use the chemical formula for water — H2O — in your explanation.

• Step 12 — Prediction #6: At which electrode is the oxygen produced? How can you tell?

Use the chemical formula for water — H2O — in your explanation.

• Step 13 — List any questions you have while conducting this experiment.

Electrolysis Experiment Activity Sheet
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54
In this experiment, you will be using electricity to split water into hydrogen and oxygen. You will

make two electrodes using aluminum foil and attach each to a power source using wires and 

alligator clips. You will then place your electrodes in a container filled with first tap water and

then salt water.

Prediction #1

List any safety concerns that you believe you should consider during this experiment.

Be prepared to share your concerns with the class in a discussion which will follow.

Make sure students understand that it will be safe to use the very small amount of 

electricity in the water, but that the voltage of electrical appliances at home is much 

higher and should not be used with or near water at any time. The most students can

expect may be a small tingle if they place their fingers in the water while the electrodes 

are in the water and attached to the power source.

Prediction #2

What do you think will happen when you attach your electrodes to your power source and place

them in the water?

Students will write their predictions, so all ideas should be accepted. The correct answer is

that the electricity will separate water molecules into hydrogen and oxygen.

Step 5 —Place your electrodes, attached to your power source, into the water bath. Do not let

your electrodes touch each other. Why is it important to keep the electrodes from touching each

other when they are placed in the water?

This would short the circuit, making the flow of electricity impossible. The electrodes must

remain separate so electricity can flow between them using the “salt bridge“ in the water.

If students do not understand what is needed to form a complete simple circuit, it might be

helpful to review basic electrical concepts.

Record your observations and be prepared to discuss them with the entire class.

Observations should include that not much of anything is happening. Since water does not readily

conduct electricity, the reaction will be very slow. It might appear that nothing at all is happening.

Electrolysis Experiment Activity Sheet — Teacher Answer Sheet and Common Responses
56

Step 8 — Place the electrodes back into the water. Record your observations.

Accept all observations. Students should document that they observed bubbles produce

at the aluminum electrodes. As the experiment progresses, they may also begin to see a

color change in the water and one of the aluminum electrodes may start to fall apart.

Step 9 — How is the experiment different after you added the salt to the water?

The production of bubbles is much more powerful and clearly visible. More oxygen and

hydrogen are produced – the salt, a catalyst, forms a “bridge“ so that the electricity can

travel in a continuous circuit through the water.

Step 10 — Prediction #4: How can you tell that gas is produced at the electrodes?

Bubbles rise from the aluminum electrodes.

Step 11 — Prediction #5: At which electrode is hydrogen produced? How can you tell? 

Use the chemical formula for water — H2O — in your explanation.

Hydrogen is produced at the negative electrode, also known as the cathode. Each water

molecule (H2O) consists of two hydrogen atoms and one oxygen atom — or twice the

amount of hydrogen atoms as oxygen atoms. The electrode at which the most gas is 

produced is the cathode.

Step 12 — Prediction # 6: At which electrode is oxygen produced? How do you know? 

Use the chemical formula for water — H2O — in your explanation.

Oxygen is produced at the positive electrode, or anode. Each water molecule (H2O) consis

of two hydrogen atoms and one oxygen atom — or twice the amount of hydrogen atoms 

oxygen atoms. The electrode at which the least amount of gas is produced is the anode.

Step 13 — List any questions you have while conducting this experiment.

Answer any student questions that remain once the experiment is complete.

Electrolysis Experiment Activity Sheet — Teacher Answer Sheet and Common Respon
energy (electricity) + 

2 H2O ĺ O2 + 2 H2

Chemical Formula for Electrolysis

Chemical Equations
H2O ĺ H+ + OHFor charges to flow in a circuit, each water molecule near the cathode splits into a 

positively charged hydrogen ion (H+) and a negatively charged hydroxide ion (OH-

Chemical Equat

58
H+ + e- ĺ H

The hydrogen ion (H+) picks up an electron from the cathode and becomes a 

neutral hydrogen atom. 

Chemical Equations
H + H ĺ H2

Each hydrogen atom combines with another hydrogen atom to form a hydrogen g

molecule, visible as bubbles at the cathode. 

Chemical Equat

60
4OH- ĺ

O2 + 2 H2O + 4eAt the anode, each hydroxide ion loses an electron and combines with three other 

hydroxide molecules to form one molecule of oxygen gas and two molecules of 

water. 

Chemical Equations
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62
Hindenburg using information gained from this activity and additional research. This activity

addresses common misunderstandings about the safety of hydrogen and introduces students to

new evidence suggesting that hydrogen was not the cause of the Hindenburg tragedy.

B. Standards

Science

• Science and Technology Content Standard E

DAs a result of activities in grades 5–8, all students should develop — 

-Understandings about science and technology

• Science in Personal and Social Perspectives Content Standard F

DAs a result of activities in grades 5–8, all students should develop understanding of — 

-Natural Hazards

-Risks and Benefits

-Science and Technology in Society

• History and Nature of Science Content Standard G

DAs a result of activities in grades 5–8, all students should develop understanding of —

-Science as a human endeavor

-History of Science

Social Studies

• Teaching Standard #8 — Science, Technology, and Society

DSocial studies teachers should possess the knowledge, capabilities, and dispositions to

organize and provide instruction at the appropriate school level for the study of science,

technology, and society.

Language Arts

• Standards for the English Language Arts #1

DStudents read a wide range of print and non-print texts to build an understanding of texts,

of themselves, and of the cultures of the United States and the world; to acquire new 

information; to respond to the needs and demands of society and the workplace; and 

for personal fulfillment. Among these texts are fiction and nonfiction, classic and 

contemporary works.

Hydrogen Safety – Hindenburg Activity
64

• Standards for the English Language Arts #7

DStudents conduct research on issues and interests by generating ideas and questions, an

by posing problems. They gather, evaluate, and synthesize data from a variety of sources

(e.g., print and non-print texts, artifacts, people) to communicate their discoveries in way

that suit their purpose and audience.

• Standards for the English Language Arts #8

DStudents use a variety of technological and information resources (e.g., libraries, databas

computer networks, video) to gather and synthesize information and to create and 

communicate knowledge.

• Standards for the English Language Arts #12

DStudents use spoken, written, and visual language to accomplish their own purposes 

(e.g., for learning, enjoyment, persuasion, and the exchange of information).

C. Teacher Background

On May 6, 1937, the Hindenburg airship was destroyed by fire as it prepared to land in Lakehur

New Jersey. One-third of the passengers and crew were killed. For many years, the prevailing 

theory blamed hydrogen, which was used to inflate the sixteen interior gas cells that gave lift t

the ship, for the tragedy. A growing number of scientists and engineers, however, now believe t

disaster was caused by something other than hydrogen. The Hindenburg was covered with a 

cotton fabric skin, coated with chemicals used to protect and strengthen it. These chemicals,

similar to the components of rocket fuel, ignite easily with an electrical arc. Recent studies 

suggest that a static electricity spark produced by an approaching lightening storm caused the

Hindenburg’s coated “skin“ to catch fire. Many believe now that the hydrogen burned only afte

the ship had already caught fire, and it burned up and away from the ship. Despite these studie

and evidence, the Hindenburg tragedy has tarnished public perception about the safety of 

hydrogen use — a challenge that must be overcome for hydrogen to succeed in the marketpla

as an energy carrier.

Make sure that students only give the Hindenburg questionnaire to people who have actual

knowledge of the Hindenburg incident.

The following page contains a Hydrogen Safety Fact Sheet developed by the California Fu

Cell Partnership, for further background information or for students to use in their resea

(if appropriate). Do not distribute the hydrogen safety sheet to students until after they

begin writing their own factual and fictional pieces at the end of the activity.

Hydrogen Safety – Hindenburg Acti
Hydrogen has been used as a fuel since the 1950s by the National Aeronautics & Space

Administration (NASA) in the U.S. space program.

Hydrogen — A Safe, Clean Fuel for Vehicles

Hydrogen has another use — one that can help our nation reduce its consumption of fossil fuels.

Hydrogen can be used to power fuel cell vehicles.

When combined with oxygen in a fuel cell, hydrogen generates electricity used by the vehicle’s

clean electric motor to create a smooth, quiet ride — and the only emission from the tailpipe is

water vapor.

Hydrogen is an excellent vehicle fuel for many reasons. The U.S. Department of Energy compares

hydrogen very favorably to other fuels. Hydrogen is not toxic, poisonous or corrosive. As a result

of hydrogen’s benign nature, it doesn’t harm the environment or public health. If hydrogen were

to leak it would disperse into the air almost immediately because it is so light. Contrast that with

the effects of oil and gasoline spills, and it’s easy to see why hydrogen offers such an exciting

future!

Misconceptions About the Past

The fire that destroyed the Hindenburg back in 1937 gave hydrogen a misleading reputation.

Hydrogen was used to keep the airship buoyant, but hydrogen did not cause the fire. NASA 

scientists have found that the Hindenburg’s outer shell was coated with a compound similar to

what is now used in solid rocket fuel. When the ship docked, an electrical charge ignited the 

coating. Hydrogen, as a fuel, was not the cause of the tragedy.

Respecting Flammable Fuels

As with any fuel, hydrogen’s physical qualities must be respected and understood. The very 

property that makes all fuels useful also makes them potentially dangerous. So it’s important 

to remember to safely handle energy carriers like gasoline, diesel, natural gas, and hydrogen.

Fortunately, we have over 100 years of experience using motor fuels. Today, all fuel production

and distribution systems have built-in safety systems. Vehicles do too.

The main rule of thumb in fuel safety is to avoid a leak. Without a leak, there’s no opportunity for

the fuel to ignite. Fuel cell cars and hydrogen fueling stations are designed to prevent hydrogen

from leaking, and with redundant systems to shut down automatically if an accident occurs.

The operation of these shut-off safety systems will be verified through testing and real-life 

experience.

Hydrogen Safety – Hindenburg Activity
66

is fact and which is fiction and describe why.

3. Together as a class, discuss student predictions of which reading is fact, which is fiction, and t

supporting reasons.

4. Most of the class will likely identify the first reading as fact and the second reading as fiction

This activity, however, is designed to be tricky. Both readings are factual pieces excerpted from

actual research conducted on the Hindenburg disaster. Most students will identify the second

reading as fiction because of the style in which it is written — but both readings are accurate.

5. For homework, have the class ask three to five people what they believe they know about th

Hindenburg — anything at all that relates to the disaster. A questionnaire has been provided to

give students direction in their questions. Let the students know that they are simply asking

questions to see what people believe about the Hindenburg. Students should document all

responses, both correct and incorrect, that will be used in the next step of the activity.

6. When questionnaires are complete, invite students to discuss what they discovered from the

people they questioned and the prevailing opinion with regard to the cause of the Hindenburg

tragedy.

7. In the final steps of this activity, students will write their own factual and fictional accounts o

the Hindenburg disaster, from two different perspectives. They can use the information they

learned from the first two student readings, further research conducted either in the library or 

on-line, and their questionnaires. This would be a great research topic to use during computer 

time if your class is assigned weekly time in your school computer lab.

8. Design a scoring rubric with students before they begin to write so they understand the 

expectations ahead of time.

Hydrogen Safety – Hindenburg Acti
conditions, created an extreme electrical potential on the airship surface. When the fire broke out,

some passengers jumped, some crewmembers fell, and others on board waited until the airship

hit the ground. Thirty-six people, including one member of the ground crew, died after suffering

severe burns caused by the burning of the airship.

Until recently, this tragedy was blamed on the use of hydrogen, a flammable gas used to inflate

the sixteen interior gas cells that gave the ship its lift. Witness observations, however, indicate

something other than hydrogen was the culprit. Testimony from many observers describes

an intense, red-orange-yellow fire. But hydrogen burns almost invisibly. Even though the

Hindenburg was, and still is, the largest airship ever to have flown, it took only 37 seconds for the

zeppelin to be destroyed by fire.

The Hindenburg was scheduled to fly from Germany to the United States using helium gas,

instead of hydrogen. Helium does not burn as hydrogen does, but it also does not produce as

much lift as hydrogen, so more gas is required. The Hindenburg never received its helium,

however, because at the time, in the late 1930s, helium was difficult to produce. The United 

States was the only country that could manufacture helium gas and would not sell it to Germany

for fear it would be used for war purposes. The zeppelin was redesigned for hydrogen and 

underwent structural changes to minimize the possibility of fire.

When the Hindenburg arrived in Lakehurst, New Jersey, the weather conditions were not suitable

for landing, so the captain diverted the flight southeast until the commanding officer on the

ground decided it was safe to land. When the ship was about 275 feet from the ground, the first

flames were visible toward the tail of the ship. Soon, the hydrogen gas bags caught fire and the

entire back half of the ship was engulfed in a mass of flame and smoke that shot hundreds of feet

into the sky. As the hydrogen burned, the ship lost its lift and fell to the ground. Passengers

jumped from windows and ran to safety.

Both the United States and Germany investigated the cause of the disaster. Officials concluded

that a hydrogen leak, ignited by a spark of static electricity, was the cause. Both governments

wanted to put the disaster behind them so as not to cause an international incident or embarrass

the Germans who may have designed a faulty ship.

Sources:

United States Department of Energy: http://www.eren.doe.gov

Fuel Cell Store: http://www.fuelcellstore.com/information/hydrogen_safety.html

National Hydrogen Association: http://www.hydrogenus.com/advocate/ad22zepp.htm

What You Need to Know About: http://history1900s.about.com/library/weekly/aa102600a.htm

Hydrogen Safety – Hindenburg Activity
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overhead. We expect to catch our first glimpse of the ship in about forty minutes.

“While we are awaiting the ship’s arrival, let me give you some background information regarding

the Hindenburg. The ship is carrying 36 passengers and a crew of 61. In the rear of the ship are

the crew quarters and officers’ mess (kitchen and dining room). Passenger cabins are quite small

when compared with those aboard ocean liners, but most of the time the passengers are elsewhere in the ship, so large cabins are not necessary. Each room is equipped with an upper and

lower berth, which are folding beds that can be placed against the wall for more room to move

about when not sleeping. There is a collapsible writing table, folding wash basin, and a signal

used for calling the steward. A lounge, decorated with a large wall mural tracing the paths of

famous explorers and a baby grand piano, is used for the passengers’ entertainment. There is a

reading and writing room, which provides a quiet place to write letters on special Hindenburg

stationery. The smoking room is kept under positive pressure to prevent any of the flammable

hydrogen from leaking into the room. There is a single electric light to provide light for a pipe,

cigar, or cigarette. The promenade provides passengers with an amazing view of the earth below,

and all guests can be seated for meals at the same time in the large dining area.“

“The weather today has been rainy, with strong thunderstorms earlier. However, the airship is now

coming into view and it looks as if they are ready to land.“ 

“It’s practically standing still now. They’ve dropped ropes out of the nose of the ship, and a 

number of men have taken hold of the ropes down on the field. It’s starting to rain again; the rain

had slacked up a little bit. The back motors of the ship are just holding it, just enough to keep it

from...“

“It burst into flames! It’s on fire and it’s crashing! It’s crashing...terrible! Oh, my! Get out of the

way, please! It’s burning...bursting into flames and it’s falling on the mooring mast. This is 

terrible! What a catastrophe! There’s smoke, and there are flames, now, and the ship’s frame is

crashing to the ground, not quite to the mooring mast....oh, the humanity, and all the passengers

screaming around here! I’m signing out.“

The year is now 1997, and Addison Bain, a retired NASA engineer, has been studying hydrogen 

for many years. He has conducted extensive research on the Hindenburg, using NASA’s latest

investigative techniques to analyze the wreckage. He has conducted interviews with the few 

living survivors, examined original film footage, and visited the airship’s former mooring sites in

Lakehurst and Akron, Ohio. Some of the details of his findings follow.

Hydrogen Safety – Hindenburg Activity
70

It seems that the fabric skin was a type of cotton treated with chemicals to make it waterproof

and allow it to stretch. The coating is very similar to a mixture used to power solid fuel rockets.

In other words, the Hindenburg was painted with rocket fuel. It is difficult to prove that a bomb

caused the disaster. Regardless of the cause, the Hindenburg tragedy brought an end to 

passenger airships. The zeppelin, which was once thought to be the transportation mode of 

the future, is now a vessel of the past and clouded in mystery and myth.

Sources:

National Hydrogen Association: http://www.hydrogenus.com/advocate/ad22zepp.htm

PBS: http://www.pbs.org/wnet/secrets/html/e 3-resources.html

Vidicom Media Productions: http://www.vidicom-tv.com/tohiburg.htm

Navy Lakehurst Historical Society, INC: http://www.nlhs.com/hindenburg.htm

What You Need to Know About: http://history1900s.about.com/library/weekly/aa102600a.htm

Hydrogen Safety – Hindenburg Acti
Name of person who answered this questionnaire:_____________________________________

Relation to student:_____________________________________________________________

1. What do you know about the Hindenburg?

2. How did you get your information about the Hindenburg?

3. What do you know about the cause of the Hindenburg fire and crash?

4. Would you be nervous about using hydrogen as a fuel because of what you know about the

Hindenburg disaster? Why or why not?

Hydrogen Safety – Hindenburg Activity
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73

HYDROGEN

Hindenburg Extension Activity

If you have more time, the following research project, in which students learn more about the

properties of hydrogen and hydrogen safety, can be assigned as an extension or in place of the

“myth” and “reality” activity described above.

• Divide students into groups of three and tell them that they are now research teams assigned

by Department of Energy to investigate the Hindenburg disaster. Each team must decide,

based on evidence it collects and additional research on the Hindenburg and the properties 

of hydrogen, if hydrogen is to blame for the tragedy. (If you use this assignment instead of the

myth and reality activity, you can choose whether to distribute one of the student readings or

briefly explain what happened and allow students to conduct more of their own research).

• Students must read various accounts of what happened in 1937. Each team must formulate 

a hypothesis, develop and implement a work plan, and write a scientific report to explain its

research and conclusions. The student teams can present their findings in presentations to 

the class.

• Questions to prompt students’ thinking include the following:

-Is hydrogen to blame for the Hindenburg tragedy? What evidence exists to back that claim?

-If you do not think a hydrogen explosion caused the Hindenburg disaster, what did? 

How can you prove it? What evidence is there to back your theory? 

• Additional research could include eyewitness accounts of the disaster; the properties of 

hydrogen; electrostatic charges associated with lightning; and materials used to construct the

Hindenburg airship.

Hydrogen Safety – Hindenburg Extension Activity
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This activity can be used as part of a science, history, or language arts class. If your school uses a

team or theme approach to teaching, non-science teachers may wish to use this activity to 

supplement the theme taught in the science class.

Students should develop and document their plans for how they will identify the scientist before

they attempt to solve the mystery. They can revise their approaches as they work but should 

document adjustments to their plans. As a separate language arts activity, teachers may wish to

conduct a class discussion or journaling activity in which students explain how they solved the

mystery.

B. Standards

Science

• Science and Technology Content Standard E

DAs a result of activities in grades 5–8, all students should develop — 

-Science in Personal and Social Perspectives

• History and Nature of Science Content Standard G

DAs a result of activities in grades 5–8, all students should develop an understanding of — 

-Science as a Human Endeavor

-Nature of Science

-History of Science

C. Teacher Background

The mystery scientist is Sir William Grove.

D. Materials

Copies of Mystery Scientist #2 for each student

E.Activity Steps

1. Introduce the activity to students — tell them they are going to read about a mystery scientist.

2. Explain that they should develop a plan for how they will identify the mystery scientist and

document the plan in their science journals. Once they have developed their plan, they can begin

to solve the mystery.

3. Explain to students that the class will discuss the mystery scientist’s significant accomplishments when his or her identity is revealed.

Fuel Cells — Introductory Activity — Mystery Scientist
76

science experiments?

One of this scientist’s discoveries involved water electrolysis — the use of an electrical current

to separate water into its two components, hydrogen and oxygen. In conducting these 

experiments, he began to wonder if the process could work in reverse. Could a chemical reactio

using hydrogen and oxygen form water and produce electricity? He described this theory at th

annual meeting of the British Association for the Advancement of Science in 1842. This led to t

idea of Conservation of Energy, which states that energy can be neither created nor destroyed.

In the early 1840s, this mystery scientist felt great pressure to devote himself to his legal career

and give up his scientific research. But fortunately, his good friend and fellow electrical research

John P. Gassiot, persuaded him to continue his scientific pursuits, and his discoveries led to

advancements in not only fuel cell technology, but photographic science as well (see box).

A fuel cell is a device that uses hydrogen and oxygen to 

create electricity by an electrochemical process. The first

fuel cell, discovered by this mystery scientist, was not

known as a fuel cell at the time, but instead bore his 

name and was called the __________ (his last name) Cell.

Frustrated by the inconsistency of his cell’s performance,

this scientist spent much time experimenting with 

different materials to produce a more constant current.

He shouldn’t have felt too discouraged, though, because

today’s scientists and engineers are still working to overcome these same technical challenges! He was dedicated to

his science and firmly believed that an energy 

production method using hydrogen could replace coal 

and wood, the primary energy sources of his time.

His nitric acid cell became the favorite energy source of 

the early American telegraph from 1845–1860 because it

offered a strong current. The __________ Cell provided

nearly double the voltage of the Daniell cell (that was 

created by another scientist during that time). By the Civil

War,the __________ Cell was again replaced. As the use of

the telegraph increased, it was found that the __________

Cell discharged poisonous nitric dioxide gas that filled large

telegraph offices which had rows of these cells in use.

This scientist used a number of his cells in a stack to exhibit

Fuel Cells — Introductory Activity — Mystery Scien

The Science of Photography

In 1841, this mystery scientist

began experimenting with

daguerreotype plates for 

photomechanical printing,

work that led to what we know

today as the printing industry

enabling books, magazines,

and newspapers to print 

photos. He described his print

as being “drawn by Light and

engraved by Electricity.” He fe

his discoveries in 

photography would have

great effects on future 

generations and knew that

permanently documenting

actions (in photographs)

would make a profound

impact on science, history,

and government.
nature, including light, heat, and electricity, can convert into another form without losing any of

the initial energy.

Even though this man was consumed with his scientific research, he continued to practice law,

and specifically, patent law. In 1871, he was named a judge in the Common Pleas court, and he

was knighted in 1872. In 1887, his ill health again interrupted his law career and forced him to

retire as a judge. He continued to study science, his true love, until he died in London on 

August 1, 1896.

The term fuel cell wasn’t used until 1889, when scientists Ludwig Mond and Charles Langer

attempted to build the first practical device using hydrogen to produce electricity. Their fuel cell

used industrial coal gas to produce the hydrogen used in the cell. The first truly successful fuel

cell, however, resulted from inventions made in 1932 that improved the technology used by

Mond and Langer.

In the mid-twentieth century, NASA began experimenting with fuel cell technology to develop a

power source for the Apollo moon missions. Fuel cells are also used in NASA’s space shuttle program. Today, scientists and engineers in government and industry are working to advance fuel

cell technologies for use in everyday appliances, such as computers and cell phones, as well as to

power homes, office buildings, and even vehicles.

What do you think that this scientist would have thought if he had known that his fuel cells

would be used aboard spacecraft? Since he died before the turn of the 20th century, can you

imagine the technological advances that he never lived to see? Do you think that he could have

imagined his fuel cells being used to power buildings, automobiles, and even in outer space?

Who is this mystery scientist?

Fuel Cells — Introductory Activity — Mystery Scientist
78

Fuel Cells — Introductory Activity — Mystery Scien
Science

• Science and Technology Content Standard E

DAs a result of activities in grades 5–8, all students should develop — 

-Understandings about science and technology

• Science in Personal and Social Perspectives Content Standard F

DAs a result of activities in grades 5–8, all students should develop understanding of — 

DAs a result of activities in grades 5–8, all students should develop — 

-Risks and Benefits

DAs a result of activities in grades 5–8, all students should develop — 

-Science and Technology in Society

• Physical Science Content Standard B

DAs a result of their activities in grades 5–8, all students should develop an understanding of — 

DAs a result of activities in grades 5–8, all students should develop — 

-Transfer of Energy

Language Arts

• Standards for the English Language Arts #8

DStudents use a variety of technological and information resources (e.g., libraries, databases,

computer networks, video) to gather and synthesize information and to create and 

communicate knowledge.

• Standards for the English Language Arts #12

DStudents use spoken, written, and visual language to accomplish their own purposes (e.g.,

for learning, enjoyment, persuasion, and the exchange of information).

DAs a result of activities in grades 5–8, all students should develop understanding of — 

-Risks and Benefits

-Science and Technology in Society

C. Teacher Background

A fuel cell is a device that uses hydrogen (or a hydrogen-rich fuel) and oxygen to create 

electricity. Like a battery, a fuel cell has electrodes and electrolyte. But while batteries only store

energy, fuel cells produce energy and don’t need recharging. As long as fuel (hydrogen) and air

(oxygen) are supplied to a fuel cell, it will continuously produce electricity.

Fuel Cells — How Do Fuel Cells Work?
80

travel around it via an electrical circuit to reach the other side of the cell. This movement of 

electrons is an electrical current.

The protons, however, move through the electrolyte to the cathode, where they combine with

oxygen and electrons, producing water and heat.

The amount of power produced by a fuel cell depends on several factors, including fuel cell typ

cell size, the temperature at which it operates, and the pressure at which the gases are supplied 

the cell. Still, a single fuel cell produces enough electricity for only the smallest applications. To

provide the power needed for most applications, individual fuel cells are combined in series int

a fuel cell stack. A typical fuel cell stack may consist of hundreds of fuel cells.

Direct hydrogen fuel cells produce pure water as the only emission. This water is typically

released as water vapor. Fuel cells release less water vapor than internal combustion engines 

producing the same amount of power.

In the electrolysis activity, students learned that electricity can separate water into its components, hydrogen and oxygen. The reverse process occurs in a fuel cell to create electricity.

Hydrogen is fed to the fuel cell, electricity is produced, and water and heat are the end-produc

D. Materials

• Fuel Cell Animation (on CD, also available online at:

www.gm.com/company/gmability/edu_k-12/popups/fc_energy/fuelcell_interactive.html)

• Animation talking points (below) 

• Science journals or activity sheets for each student

E.Activity Steps:

1. Review the CD and talking points included in this activity prior to using with students.

2. Explain to students that fuel cells are devices that use hydrogen to produce electricity.

Fuel cells can be built in many different sizes and “stacked” together to power a wide variety of 

applications, from small electronic equipment to buildings to cars and trucks. Explain that you 

use the CD animation to describe how individual fuel cells work, how they can combine in a

stack, and how a fuel cell stack can power a vehicle. (The next lesson includes information abou

fuel cells for portable, stationary, and transportation applications).

Fuel Cells — How Do Fuel Cells Wo
GMAbility Fuel Cell Animation — Suggested Teacher Talking Points 

Note: Most of the type in this animation is very small and can be hard to read. These suggested

talking points are provided for you to use as an option or to supplement the language provided

in the animation. The animation provides a general-to-specific illustration — you will see how a

fuel cell system is positioned in a vehicle, followed by the stack and parts of an individual fuel cell,

and finally, the chemistry that makes it all work.

Part 1: Fuel Cell Systems

First Screen: Fuel Cell Systems

An introduction. Note that, on the outside, the car shown looks similar to the cars we see on the

road today. But on the inside and under the hood, it’s actually quite different. Students will first

explore the major components of a car’s fuel cell system, and then dig deeper into the inner

workings of a fuel cell.

To move to the next slide, simply follow the links at the bottom of the slide (left-click the 

blinking orange title, “What Happens Inside the Vehicle?”).

Second Screen: Fuel Cell Systems

This slide has several small windows (you can advance to each one using the “Continue” links on the

bar at the bottom of the animation).

• The first box will open automatically when you begin the slide. It is titled “Fuel Cell Stack.”

-Students have already learned the basics of how fuel cells work. An individual fuel cell 

generates only a small amount of electricity. To power most applications, individual cells are

combined in series to form a fuel cell stack. In a vehicle, the fuel cell stack will have as many

as 200 individual cells and will replace the internal combustion engine.

• Second box: Electric Motors

- The fuel cell stack generates electricity, which powers an electric motor that turns the

wheels (and propels the vehicle).

• Third box: Battery Pack

-Like today’s vehicles, fuel cell vehicles have a battery.

• Fourth box: Fuel Tank

-The fuel tank contains hydrogen, which is fed to the fuel cell. On-board hydrogen storage

tanks go through very rigorous safety testing. Some tests involve shooting tanks with bullets

and dropping them from great heights to make sure that they are safe and can withstand

great impacts, such as those that could be sustained in a car crash.

Fuel Cells — How Do Fuel Cells Work?
82

fuel cell and begin to illustrate how a fuel cell works).

Second Screen: The Fuel Cell – Inside the Fuel Cell

Note: in this section, you will view the parts that comprise an individual fuel cell; the next section

illustrates the reactions that occur and what happens when hydrogen fuel is fed to the cell.

• First box: Anode

-Each individual fuel cell is made of an electrolyte sandwiched between two electrodes.

The anode is the negative electrode, at which hydrogen enters the fuel cell.

• Second box: Catalyst 

-A catalyst causes a chemical reaction to occur more quickly. Platinum, a precious metal, is

often used as the catalyst in a PEM fuel cell. The catalyst coats both sides of the membrane 

• Third box: Proton Exchange Membrane (also called Polymer Electrolyte Membrane, or PEM)

-The PEM looks something like plastic wrap and will only allow positively-charged protons 

pass through it. The PEM will not allow electrons to pass through — instead electrons are

routed through an outside circuit. (More on this later).

• Fourth box: Cathode

-The cathode, or positive electrode, sits at the other side of the fuel cell — separated from 

the anode by the electrolyte membrane. Oxygen enters the fuel cell at the cathode.

Part 3: Fuel Cell Chemistry

Note: After learning about the parts of a fuel cell, now students will see what happens when hydrog

is fed to the fuel cell and the reactions that occur to produce electricity. (As in earlier sections,

advance to the next box or view by using the “Continue” link at the bottom left corner of the page

First Screen (left side): What happens on the anode side

• First box: Hydrogen gas (H2) enters the anode side of the fuel cell and is forced through the 

catalyst.

• Second box: As each hydrogen molecule reaches the catalyst, the atoms break apart into 

positively charged ions, or protons (shown as large yellow circles) and negatively charged 

electrons (shown as small yellow circles).

• Third box:

-Electrons move through the anode but cannot pass through the membrane — instead the

are routed through an external circuit.

-This flow of electrons is an electrical current, which, in a vehicle, is used to power an electr

motor. The electrons then return to the cathode side of the fuel cell.

Fuel Cells — How Do Fuel Cells Wo
gpp

• First box:Oxygen gas (O2,shown as blue circles) from the air enters the fuel cell at the catho

side. It is forced into the catalyst.

• Second box: The catalyst splits the oxygen molecule into its two individual oxygen atoms.

• Third box: The oxygen atoms attract hydrogen protons and draw them through the membrane

to the cathode side of the fuel cell.

• Fourth box:

-At the cathode, two hydrogen protons re-unite with two hydrogen electrons (routed to the

cathode side of the fuel cell through the external circuit) to re- form one hydrogen molecule

-The hydrogen molecule bonds with one oxygen atom to form water (H2O).

• Chemistry: Note the equation, O2 + 4H+ + 4H--- —–>2H2O

• The process repeats as hydrogen and oxygen are continuously fed to the fuel cell. The results 

are electricity, which is used to power the motor that propels the vehicle; water; and heat.

Note: The final animation showing the movement of particles through the fuel cell will continue

until you decide to stop the entire animation. Close the window animation once the students have

completed their activity sheets and understand how a fuel cell works.

Fuel Cells — How Do Fuel Cells Work?
84

Fuel Cells — How Do Fuel Cells Wo
2. Name the three main parts of a fuel cell.

3. What is necessary for a fuel cell to produce electricity?

4. What does a catalyst do?

5. What happens at the anode?

6. What happens at the cathode?

Fuel Cells — How Do Fuel Cells Work?
86

8. What is a fuel cell stack and why is it important?

9. List two advantages of using fuel cell vehicles instead of our current fossil fuel vehicles.

10. List any questions that you still have about how a fuel cell works.

Fuel Cells — How Do Fuel Cells Wo
B. Standards

Science

• Physical Science Content Standard B:

D As a result of their activities in grades 5–8, all students should develop an understanding of —

-Transfer of Energy

• Science and Technology Content Standard E:

DAs a result of activities in grades 5–8, all students should develop — 

-Understanding about science and technology

• Science in Personal and Social Perspectives Content Standard F:

D As a result of activities in grades 5–8, all students should develop an understanding of — 

-Populations, resources and environments

-Risks and Benefits

-Science and Technology in Society

• History and Nature of Science Content Standard G:

D As a result of activities in grades 5–8, all students should develop an understanding of — 

-Science as a Human Endeavor

-Nature of Science

C. Teacher Background

One of the great advantages of hydrogen fuel cells is that they are scalable and can be used to

power a wide variety of applications. Small electronic equipment — such as computers and cell

phones, cars, homes, and even large buildings may all use fuel cells one day. In this activity,

students will learn about fuel cell applications and the advantages of their use.

D. Materials 

• Copies of Student Fuel Cell Application readings

E.Activity steps

1. Divide the class into three groups and assign each a different Fuel Cell Application reading.

Have each group read and discuss their assigned selection.

2. Each group should prepare a summary of its reading. The summaries should be written on

large chart paper and posted for the entire class to view. Further research should be encouraged

to improve their summaries. Try to ensure that students understand how to create a summary

poster that can be used to present to the class.

Fuel Cells — Fuel Cell Applications
88

•2. Main Point

a) detail

b) detail

c) detail

3. Ask each group to appoint a spokesperson who can present their summary to the class. Befo

the groups make their presentations, review what they plan to present to the class. Encourage 

groups to talk about details that pertain to the main points of their posters. Tape the posters to 

wall or board so that they can easily be seen by the entire class. Another option would be to ha

the class create PowerPoint presentations about their application instead of a poster.

4. Using the three posted summaries, create a comparison chart on the board or overhead 

projector. Development of the chart can be a teacher-led, whole class activity.

Sample comparison chart format

Fuel Cell Application Similarities Differences

Transportation

Stationary

Portable

5. Using the information gained from the student readings, summaries, and comparison chart, a

students to create a sales brochure for a chosen application. Students should think about why

someone would want to buy this technology, then use their creativity and technology and art

skills to create a sales brochure that would appeal to consumers (for example, a tri-fold brochu

advertising a new fuel cell-powered laptop computer).

Fuel Cells — Fuel Cell Applicati
turned to a technology that had not been used since the Civil War era. With additional research

and development, however, it proved to be a successful alternative for providing power on-board

spacecraft, and it could one day power our everyday lives. This technology is hydrogen powered

fuel cells.

Fuel cells generate electricity through an electrochemical reaction between hydrogen and 

oxygen. With oxygen from the air, as long as hydrogen is fed to a fuel cell, it will continue to 

produce electricity. When pure hydrogen is used, the only byproduct is water — no extra 

pollutants are produced. That’s good for our health and the environment. Fuel cell technology 

is more efficient than traditional power systems, which means less energy is needed to provide

the same amount of power. And because hydrogen can be produced using a wide variety of

resources found right here in the United States — including natural gas, biological material, and

even water — using hydrogen fuel cells reduces our dependence on other countries for fuel.

Think of all the ways you use power each day. We use power to heat and light our homes and run

electronic equipment. We also need power to operate cars and trucks. The power for almost all of

today’s vehicles comes from gasoline or diesel fuel, but someday you may drive a vehicle 

powered by a hydrogen fuel cell. When used in a car, a fuel cell uses hydrogen and oxygen (from

the air) to generate electricity — the electricity powers a motor that turns the car’s wheels. There

is no engine like your car has today, and there is no exhaust emitted from the tailpipe. Can you

imagine driving up to a fueling station and filling your cars with hydrogen instead of gasoline?

Using fuel cells to power our vehicles will be as revolutionary a change to our transportation 

system as moving from the horse and buggy to the automobile in the early 1900’s.

Because they use hydrogen, fuel cell-powered cars can reduce our need to import fuel from other

countries and, with no harmful pollutants as exhaust, improve the quality of the air we breathe.

Fuel cell vehicles also operate nearly silently. Can you imagine how quiet the streets of your city

could be without the noise of traffic?

There are several technical challenges to overcome, however, before we’ll see fuel cell vehicles in

our neighborhood dealerships. One of these challenges is cost. Fuel cell vehicles are expensive to

produce — and therefore expensive to buy. Scientists and engineers are researching ways 

to reduce the cost of fuel cells in order to make fuel cell vehicles an economical choice for 

consumers. Another challenge is fueling. Most people have easy access to gasoline stations,

so refueling is quick and convenient. Only a small, but growing number of hydrogen stations 

currently exist. We need to build a network of hydrogen fueling stations so filling a fuel cell 

vehicle is just as quick and convenient as filling your car with gasoline today. And once you fill

your fuel cell vehicle, how far can you drive on a tank of hydrogen? Yet another challenge to 

Fuel Cells — Fuel Cell Applications
90

Fuel Cells — Fuel Cell Applicati
Fuel Cells — Fuel Cell Applications

turned to a technology that had not been used since the Civil War era. With additional research

and development, however, it proved to be a successful alternative for providing power on-board

spacecraft, and it could one day power our everyday lives. This technology is hydrogen powered

fuel cells.

Try to imagine all the ways that you use power in your. Just the uses of electricity would make 

a seemingly endless list. Our demand for electricity continues to grow. Laptops now have DVD

players, personal digital assistants (PDAs) are even smaller in size, cell phones take pictures and

come equipped with video games programmed into them. As new electronic equipment arrives

on store shelves each day, our demand for portable electric power rapidly increases. Now imagine

your vacuum cleaner without a plug. Or imagine not having to worry when your laptop or cell

phone battery wears down and needs a recharge. Hydrogen-powered fuel cells will one day make

that vision a reality. Imagine running a laptop computer for 40 hours without needing to recharge

the battery. That’s nearly two days!

Major consumer electronics firms and other companies are developing fuel cells, that will provide

continuous electric power for nearly ten times longer than the batteries we use today. These fuel

cells could then be used in a variety of small, portable devices such as cell phones, PDAs, laptops,

digital cameras, video cameras, and even vacuum cleaners. Imagine the freedom this would allow

us to have.

Although there are still technical challenges to tackle before fuel cells will be readily available to

consumers, the first fuel cell applications you’ll see are likely to be used in portable power devices

such as laptops, cell phones, and vacuums, as stated above.

Fuel cells for portable power will have greater uses than what most people will see on store

shelves. Our military forces rely on portable, high-tech, electronic devices for battlefield 

operations. Troops spend many hours in the field — longer-lasting power sources would reduce

the weight of their gear, and more importantly, alleviate any concerns about running out of

power when it’s most needed. One answer to the military’s growing power need is the micro fuel

cell. Unlike today’s batteries, which store electricity, micro fuel cells generate electricity through a

chemical reaction between hydrogen and oxygen (from the air). The fuel cell will continue to generate electricity as long as fuel is provided.

Several critical technical challenges must be solved, however, before we’ll see fuel cells in stores.

Scientists are still researching ways to reduce the costs and improve the durability and reliability

of fuel cell systems. Can you imagine the freedom we’ll have when this technology arrives?
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turned to a technology that had not been used since the Civil War era. With additional research

and development, however, it proved to be a successful alternative for providing power on-board

spacecraft, and it could one day power our everyday lives. This technology is hydrogen powered

fuel cells.

Fuel cells generate electricity through an electrochemical reaction between hydrogen and

oxygen. With oxygen from the air, as long as hydrogen is fed to a fuel cell, it will continue to 

produce electricity. When pure hydrogen is used, the only byproduct is water — no extra 

pollutants are produced. That’s good for our health and the environment. Fuel cell technology 

is more efficient than traditional power systems, which means less energy is needed to provide

the same amount of power. And because hydrogen can be produced using a wide variety of

resources found right here in the United States — including natural gas, biological material, and

even water — using hydrogen fuel cells reduces our dependence on other countries for fuel.

Think of things you use that require power. The lights in your house, an electric stove, your 

refrigerator and freezer, the television — just the ways in which you use electricity in your home

is a seemingly endless list. Most of us receive our electricity from power plants, where it is generated

and then carried through wires that connect to our home. Now think about using something

completely different for all of your power needs. Hydrogen and fuel cells could completely 

revolutionize the way we power our daily lives — including the way we generate and receive the

electricity needed to heat and power our homes, offices, and other “stationary applications.”

Do you remember the last time a fierce storm downed power lines in your neighborhood? Have

you ever experienced a blackout? Your home was probably without electricity until power crews

could manually repair the lines, or fix the problem with the power grid or central power station.

With a fuel cell system at home to provide your heat and electrical needs, as long as the hydrogen

supply is constant, the supply of power will be constant as well. What’s more, fuel cell systems are

quiet, so there is no loud noise to keep homeowners up at night or to distract workers at the office!

Using a fuel cell system for home electricity and heating may offer some families a financial benefit.

Some states have, or are considering, laws that allow building owners to sell surplus electricity

back to the power grid. So if your home fuel cell system produces more power than you need, you

can sell that extra power to the power company. Stationary fuel cell systems also offer benefits to

people who live in rural or remote places where the power supply is unreliable. Buildings in

remote locations may not have access to power lines — but they often have access to natural 

gas or other resources from which hydrogen can be produced. Hydrogen fuel cell systems can

provide those building or home owners with new — and reliable — power choices.

Fuel Cells — Fuel Cells Applications
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The Vision of a Hydrogen Economy

B. Standards

Science

• Science and Technology Content Standard E

DAs a result of activities in grades 5–8, all students should develop — 

-Understanding about science and technology

• Science in Personal and Social Perspectives Content Standard F

DAs a result of activities in grades 5–8, all students should develop an understanding of — 

-Populations, resources, and environments

-Natural Hazards

-Risks and Benefits

-Science and Technology in society

Language Arts

• Standards for English Language Arts #5

DStudents employ a wide range of strategies as they write and use different writing process

elements appropriately to communicate with different audiences for a variety of purposes.

• Standards for English Language Arts #7

DStudents conduct research on issues and interests by generating ideas and questions, and

by posing problems. They gather, evaluate, and synthesize data from a variety of sources

(e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways

that suit their purposes and audience.

• Standards for English Language Arts #8

DStudents use a variety of technological and information resources (e.g., libraries, databases,

computer networks, video) to gather and synthesize information and to create and 

communicate knowledge.

• Standards for English Language Arts #12

DStudents use spoken, written, and visual language to accomplish their own purposes (e.g.,

for learning, enjoyment, persuasion, and the exchange of information).

Social Studies

• Teacher Standard #2 — Time, Continuity, and Change

DSocial studies teachers should possess the knowledge, capabilities, and dispositions to

organize and provide instruction at the appropriate school level for the study of time,

Continuity, and Change
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technology, and society.

• Teacher Standard #9 — Global Connections

DSocial studies teachers should possess the knowledge, capabilities, and dispositions to 

provide instruction at the appropriate school level for the study of Global Connections a

Interdependence.

C. Teacher Background

“A hydrogen economy will mean a world where our pollution problems are solved and where our

need for abundant and affordable energy is secure....and where concerns about dwindling resour

are a thing of the past.”

— Spencer Abraham, Secretary of Ener

The hydrogen economy is a world fundamentally different than the world we know now.

Picture it...

• Hydrogen is available to everyone, everywhere — from the corner fueling station to the large

industrial facility.

• The United States is not so dependent on a single source of fuel.

• Hydrogen is produced, domestically, cleanly and cost-effectively, from a variety of sources

including renewables, such as biomass and water; fossil fuels such as methane, coal, and oil,

using advanced technologies to ensure that any carbon released in the process not escape in

the atmosphere; and nuclear energy.

• Hydrogen is delivered and stored routinely and safely.

• Hydrogen-powered fuel cells and engines are as common as the gasoline and diesel engines 

the late 20th century — they power our cars, trucks, buses, and other vehicles, as well as our

homes, offices, and factories.

• U.S. companies that for decades invested in hydrogen technologies now export commercial

products and services around the world. And developing countries have access to clean, sustainable, and economical hydrogen-based energy systems to meet their growing energy

demands.

There are many challenges to building a hydrogen economy. It’s not a vision that will be realize

tomorrow, next month, or next year — but it is achievable. Government and industry partners a

working to make it happen. Today’s students will be the first generation of hydrogen-fuel cell

technology users. There may be applications for fuel cells that scientists and engineers have no

yet developed — your students may have creative ideas of their own.

The Vision of a Hydrogen Econo
The Vision of a Hydrogen Economy

2. Ask students to look back over their science journals or activity sheets and describe what they

have learned about hydrogen and fuel cells. Conduct a class discussion about what students have

learned. Make sure students discuss the following points:

a. How do fuel cells work?

b.How can fuel cells be used?

c.What is required for fuel cells to work? What are the benefits of using hydrogen 

fuel cells for our power needs?

d.How can hydrogen be produced?

e.How can hydrogen be delivered and stored?

f. Is hydrogen safe?

3. Explain to students that now they will use this new knowledge to create their own vision of the

future. By answering questions on the worksheet, students can focus their thoughts on what the

hydrogen economy might look like. Encourage them to use their imaginations and creativity.

4. Have students draw a picture of their vision of the hydrogen economy. What will the world be

like? To further develop this project, students can write an essay to support the images in their

pictures or develop a presentation board for a classroom presentation which includes a layout

with written information and pictures.
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The Vision of a Hydrogen Economy

Now its time for you to get creative and imagine what a hydrogenpowered world might look

like. Think about something we use today that would be transformed by using a hydrogen fuel

cell. Are there things we can’t do today that might be possible with a fuel cell? It might be the

way you drive a car or the way we power our homes. It might be something entirely different. Try

to picture all of the possible changes in a world using hydrogen fuel cells.

Answer the questions below and then draw a picture, write an essay, or create a classroom 

presentation that illustrates what you have imagined. Have fun and be creative. The possibilities

are endless.

1. What is the name of your fuel cell application?

2. Describe how your application would make life easier or benefit society.

3. What does your application look like?

4. What current technology would your application replace?

5. How much would your application cost and how would you plan to market it? 

6. Where would your hydrogen come from – how would it be produced? 

Would it need to be stored? If so, how?
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Appendix A

needed, correct the scientific concepts introduced in the experiments.

A typical FaST journaling activity is as follows:

1. Introduction and set-up by teacher

The teacher explains the demonstration, experiment, or activity and provides students with

enough background information to enable their educated predictions.

2. Prediction and Class Discussion

Using student FaST journals, students make predictions of what will happen in the experiment.

(Students should list at least one idea of their own, but may list as many as they like). In the class

discussion that follows, students share their predictions. These ideas can all be their own or a

combination of their ideas and those of their classmates. Some ideas will be correct and some

ideas will be incorrect — but all ideas should be accepted and discussed. Students should explain

why they think their predictions are correct. Their justifications do not need to be 

scientifically correct, but students should be encouraged to share their ideas and explain the

experiment in as many ways as possible. By the end of the discussion, each student should 

have at least three different predictions listed in his/her journal.

3. Hands-on demonstration, experiment, or activity and follow-up questions

After the prediction and class discussion, students perform the experiment. Upon completion,

using their FaST journals, students answer a series of questions designed to prompt their thinking

about why the experiment “worked” as it did. Note: some sections of this guide include additional

background and notes for teachers.

4. Class discussion

A class discussion follows in which students are encouraged to share their answers to the followup questions and the ideas in their FaST journals. When students complete the experiment, teachers should ensure that students have documented in their FaST journals the correct scientific concepts. (One way to do this is by using a highlighter to draw attention to certain concepts).

5. Journal Assessment

Teachers can assess FaST journals in several different ways, depending on their needs. In 

general, students should not be evaluated on the merits of their predictions but rather on their 

participation in the thoughts/predictions and follow-up phases. Teachers should evaluate journals

for scientifically correct concepts in the last section,“Class Discussion,” in which correct concepts

should be highlighted. Journal grading can be time-consuming. Specific grading techniques

include the following:
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Append

This may be a good idea for the first lesson so that students have feedback that may help the

better understand what is expected in the FaST journals.

• Fact grading — Certain facts, scientific concepts, and answers to questions can be checked fo

accuracy.

Student Engagement Through Note-Taking — NaTs (Notes and Thoughts)

In addition to FaST journaling, Notes and Thoughts (NaTs) can engage students in science. In N

students are immersed in the content not only by taking notes on the main ideas presented in

the piece, but also by documenting their thoughts and questions. Using their FaST journals,

students divide each sheet of paper in half with a vertical line. They use the left side of the pag

for “regular” note-taking on the important themes or points of the reading. They use the left si

for writing any questions, thoughts, concerns, or comments that arise as they read. The questio

and thoughts can be used in subsequent class discussions. NaTs enables a more complete 

understanding of the topic — it prompts students to inquire about what they are studying,

allows students to tap into their prior knowledge, and provides fodder for class discussions 

that may be otherwise lost in traditional note-taking.
Appendix B

DOEs Hydrogen, Fuel Cells, and Infrastructure Technologies Program 

www.eere.energy.gov/hydrogenandfuelcells

(see Students and Teachers section for additional education links)

Fuel Cells

• Fuel Cells 2000 — www.fuelcells.org

• How Stuff Works — www.howstuffworks.com/fuel-cell.htm

• General Motors — www.gmability.com

• California Fuel Cell Partnership — www.cafcp.org 

Hydrogen and Hydrogen Safety

• National Hydrogen Association — www.hydrogenus.org

• Navy Lakehurst Historical Society, Inc. (About the Hindenburg) — www.nlhs.com/hindenburg.htm

• Fuel Cell Store

- Hydrogen Storage — www.fuelcellstore.com/information/hydrogen_storage.html 

- Hydrogen Safety — www.fuelcellstore.com/information/hydrogen_safety.html
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