Ascertain studentsâ prior knowledge about Fuel cell. Induce inquisitiveness among the students by encouraging a large group discussion about the Secondary cell and its types. Put forward some questions like
What are fuel cells?
What are the uses for fuel cells?
What are the main benefits of hydrogen fuel cells?
The use of a catalyst on the electrodes serves what purpose?
The most common method of producing hydrogen today is __________.
Integration of the concept with other STEM Subjects:
Making of fuel cell using microbes involves relationship with other subjects too like biology , Engineering because student are designing the fuel cell as well as Maths for recording observation.
To start, you may want to introduce students to Fuel cells and how it works.
Part â 1 - Students learn about different types of fuel cells and how to construct one using Microbes.
Tell the students that they are going to watch video about preparing a fuel cell using microbes.
Now tell them that today they all are architects and design engineers and have to help a child to prepare a Fuel cell for him.
Let the students sit in the made teams and discuss the problem, to brainstorm ideas, make sketches, and choose a final design for their Fuel cell. Also ask them to choose a name for their design team. (Encourage students to sketch the Cell design ). If need arises and time permits, allow each group one class period to research different types of fuel cells.
Provide them time to work on their design . Guide them to work together by dividing the work equally. Finally reassembling all the components of Fuel cell.
Â· Before they begin Bring back the class as a whole group and set the following rules:
1. Instruct and encourage each team to distribute their workload evenly among the members for timely completion of the project.
2. The students and teams who need assistance can be guided with useful inputs which are available to the teacher.
If the students need help at any point, let them refer to the handbook given to them.
Part â 3 - Fuel cell testing and redesigning
1. Provide students time to make a presentation of their models with an interesting name and details.
2. Again Orient students on the timeline and the roles for each student.
3. Have students test their Fuel cell by checking the voltage produced using voltmeter. Students may modify their design at this point, and then see if they are really amazing.
4. Have groups present their Fuel cell and testing results to the class. ask the team to rethink and redesign or make required alterations to make their portable fuel cell.
5. A question answer round is opened to the student which is led by the teacher
o Let students speculate on why some fuel cells were producing more voltage.
o What are factors responsible?
o What flaws were inherent in the building materials? How were those flaws overcome?
6. To conclude ask the students to fill the summative questions in the workbook
Culminate the activity by asking students to reflect on the entire design process. Have students fill in the L column of the K-W-H-L