Learning Goals:

1. Relate that electric current can breakdown water into its constituents under certain conditions.
2. Describe how typical hydrogen generators are made.
3. Investigate ways to change the volumetric production of hydrogen gas.
4. List several ways to enhance the safety of on-board hydrogen generators.

Handouts

• Hydrogen Generator Lab Worksheet

Classroom Supplies

• 4 12 Volt YUASA NP5-12 5.0Ah battery
• 3 Tubes of silicon sealant
• Plastic measuring spoon set
• Drill
• 3/8 inch drill bit
• 1/8 inch drill bit
• Barbecue lighter

Group Supplies (up to 25 per group)

• 2 2.75 in. stainless steel mesh sink strainer (per generator)
• 2 #8-32 x 3” stainless pan head Phillips machine screw, flat washer, and nut (per generator)
• Multi-meter (to measure resistance / voltage / amperage)
• 2 Test leads w/alligator clips
• Clear plastic container with plastic lid (peanut butter container)
• 1 Gallon of distilled water (enough to fill container plus rest of class)
• 1 Box of baking soda
• Potassium Hydroxide Flakes (2 lb.)
• Immediate read 1 in. dial kitchen thermometer (one per team)
• 1/4” Dernord PVC flexible clear vinyl hose (12 inches per generator)
• 1 – 1/4” plastic one-way valve w/barb
• Phillips head screwdriver

Important Links

• Lesson Plan

Next Generation Science Standards

3-5 Engineering Design

• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or costs.
• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints on materials, time, or cost.
• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

M.S. Engineering Design

• MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

H.S. Engineering Design

• HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
• HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.