Problem-Based Learning- Are Hydrogen Powered Cars the Future of Transportation?

Introduction

This document contains plans for a project-based learning activity for a high school chemistry class. It includes information about the driving question, grabber activity, and culminating activity. There also links to a rubric for the student presentations and a PowerPoint template for how students should structure their presentation and the kind of information they should include on each slide. Students should have access to both of these resources during the course of this project so that expectations are clear to them. This activity can be used as a way to enhance understanding of IDOE Standards C.5.1 and C.5.2, which deal with kinetic molecular theory and the ideal gas law and Standards C.6.1 and C.6.3, which deal with the thermal energy, the movement of molecules, and endothermic and exothermic reactions. Ideally, these standards should be introduced to the students in some way before doing this activity.

Driving Question

Purposes

1.     To show students that chemistry is related to more than just what is learned in class.

2.     To allow students to understand how hydrogen cars may impact their lives in the future.

Students will be divided into interest groups and asked to use their knowledge from the unit on gases and thermodynamics as well as knowledge from additional research to answer the following question: Are hydrogen powered cars the future of transportation? Since many students have just gotten or are about to get their license, this topic is relevant to them. There are four interest groups that have different answers to this question: economists, chemists, environmental activists, and average U.S. citizens. Each of these interest groups have varying opinions about hydrogen powered cars and cite different reasons for their support or opposition. It is up to the students to identify the position occupied by their interest group and find sources to support that position.

Grabber

Purposes:

1.     To generate student interest in hydrogen fuel and fuel cell cars.  

2.     To allow students to make a connection between hydrogen cars and what we have learned in class about gas and thermodynamics.

3.     To provide a brief look at the interest groups/pros and cons associated with the manufacturing and usage of hydrogen cars.

 This lesson will be introduced by showing students this video https://www.youtube.com/watch?v=r5b6SthDbsE. It discusses how hydrogen fuel is made and introduces some of the pros and cons that are associated with the production of hydrogen fuel and use of fuel cell cars. It also briefly discusses the Toyota Mirai, one of the first hydrogen fuel cell cars to be marketed to the public. This video is pretty fast paced, so the students will not become bored. It also briefly mentions some chemistry that will have been learned before this project, so students are able to connect their previous knowledge to the topic. After showing the video, the instructor will hold a brief (10-15 minutes) discussion on what the students’ initial reactions are to the topic, as well as if they think these cars are better or worse than the cars they (or their parents) currently drive. This will then lead into the introduction of the actual project.

Culminating Activity

Purposes:

1.     To increase student productivity when working with a group.

2.     To develop student ability to locate and evaluate credible scientific sources and utilize them in supporting an argument.

3.     To occupy and support a position on hydrogen cars, even if that position is not what the student individually believes.

4.     To build student communication skills in presenting and defending a specific stance on the topic.

Students will be divided evenly into groups then assigned one of the four interest groups. Each group will work together to research their interest group’s position on the production of hydrogen fuel and hydrogen fuel cell cars. The group will then work together to create a PowerPoint presentation that presents their findings as if they are speaking to Toyota, one of the leading car companies developing hydrogen fuel cell cars. The presentation must conclude with a final recommendation to Toyota regarding if they should continue producing hydrogen fuel cell cars. After each presentation, members of the other three interest groups will be allowed to ask questions regarding the group’s presentation. Each interest group must be prepared to answer questions from the audience, using their research to support their answers. Students will be given a rubric to guide their research and preparation of the presentation. A PowerPoint template is included below that gives more information about how students should structure their presentation and the information they should include.