Exploring Hydrogen Fuel Cell Technology

By David Brus and Doug Hotek

Through simplicity in design and functionality, and most of all environmental friendliness, hydrogen fuel cells can make a significant contribution as an alternative solution to our countrys energy dependence on fossil fuels.

hydrogen fuel cell (HFC). It is an energy-conversion device that converts hydrogen fuel into usable electricity. HFC technology has the potential to help satisfy the rapidly growing energy demands of the world, and in turn, improve the quality of our environment. With this kind of potential, research and development in HFC technology continues to produce viable energy alternatives through the combined efforts of many scientists, engineers, and technologists (Borowitz, 1999). The aim of this article is to provide an overview of HFC technology, and with it, a description of its simplicity in design and functionality. In addition, a rationale for HFC content and several strategies for teaching about this exciting technology are presented.

What is a Hydrogen Fuel Cell?

An HFC is an electrochemical device that acts to convert chemical energy directly into electrical energy. The entire electrochemical conversion process is accomplished cleanly and efficiently without the use of any moving parts. During the process, a fuel of hydrogen-rich compounds is converted into electricity in the form of direct current that can be used much like a battery, as long as the fuel is supplied to the cell. A combination of fuel cells can be connected in series or parallel circuits in order to increase electrical voltage or current output. Stacking cells together in series or parallel creates what is termed a fuel-cell stack. A variety of fuel cell designs are being pursued and developed for a wide variety of applications. Many of these designs have already been implemented and continue to gain acceptance as effective means of providing electrical power. The multitude of HFC designs are classified by the type of electrolyte that they employ. Electrolyte types determine how the HFC functions, specifically, the temperature range at which they operate, the catalysts they utilize, the fuel they require, and other factors upon which they depend (USDOE, 2007; Hoogers, 2003). Of all currently utilized HFC designs, the Proton Exchange Membrane (PEM) fuel

Introduction
One of the most significant technological issues of the 21st Century is finding a way to fulfill our energy demands without destroying the environment through global warming and climate change. Worldwide human population is on the rise, and with it, the demand for more energy in pursuit of a higher quality of life. In the meantime, as we use up our fossil fuel energy supplies, the quality of our environment is diminishing. By finding a way to provide clean, sustainable, environmentally friendly energy, we can reduce greenhouse gas emissions and help reverse the negative trends afflicting our planet (Sweet, 2006). One very promising technology that is currently being utilized and is continually being improved is the

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cell can serve as the focus of beginning HFC instruction, because of [its] simplicity, viability, quick start-up, and ability to be utilized in almost any conceivable application, from powering a cell phone to a locomotive (Sammes, 2006, p. 27). The PEM fuel cell functions through the use of a specially designed and produced polymer that acts to create a voltage difference with the addition of hydrogen fuel and oxygen (Basu, 2007; Hoogers, 2003; Sammes, 2006). A complete breakdown of the PEM fuel cell can be seen in Figure 1, illustrating the simplicity of its components in both design and functionality.
PEM HFC Components
Negative terminal

an adequate amount of electrical power for practical applications. From a system viewpoint, the functional simplicity and associated environmental benefits of HFC technology can be examined in Figure 2.

Hydrogen Fuel Cell Functionality

Inputs Hydrogen Fuel Cell Outputs Electricity Heat Pure Water

Hydrogen inlet Hydrogen outlet Cathode collector plate Gasket Cathode, PEM, Anode (Membrane Electrode Assembly) Gasket Oxygen ow plate Positive terminal Anode collector plate Hydrogen ow plate

Oxygen
Figure 2.

Although the science embedded in the functionality of the PEM fuel cell is more complex than can be covered in the scope of this article, the following seven steps (Basu, 2007; Hoogers, 2003; Sammes, 2006) are illustrated in Figure 3 to provide a quick summary of how the technology works. 1. Gaseous hydrogen fuel enters on the anode (-) side of the PEM fuel cell. Here at the anode, hydrogen is oxidized and gives up electrons. Prior to use, hydrogen gas is either stored in a compressed gas cylinder or obtained from water on the spot through the electrolysis process. In the production of hydrogen through electrolysis, electricity is used to break water into hydrogen and oxygen gas. 2. Gaseous oxygen enters on the cathode (+) side of the PEM fuel cell. Here at the cathode, oxygen is reduced and gains electrons. Oxygen can be introduced to the cathode side of the fuel cell via exposure to the atmosphere (using a compressor or blower) or by piping compressed oxygen to the cathode side of the cell, much like hydrogen was introduced to the anode in Step 1. The major benefit of feeding fuel cells pure oxygen is that each cell achieves a 50-millivolt gain in potential as opposed to cells operating on air. Additionally, as a system, pure oxygen-fed fuel cells have greater power output and higher efficiencies because they do not have to power a pump or compressor to obtain oxygen for the fuel cell; it is already available in storage tanks (Barbir 2005). Pure oxygen-fed fuel cells, however, are limited to stationary power applications due to the difficulty of handling compressed oxygen.

PEM HFC Assembled

Figure 1.

How do Hydrogen Fuel Cells Function?

PEM fuel cells run on hydrogen and oxygen and produce only electricity, water, and excess heat as by-products of their operation. The production of electricity happens through an electrochemical process known in science as an oxidation-reduction (redox) reaction, which takes place at the anode and cathode of the fuel cell. In this type of reaction, what actually occurs are two simultaneous half reactions. At the anode of the fuel cell, hydrogen is being oxidized (losing electrons), and at the cathode, oxygen is being reduced (gaining electrons). Fuel cells function by capitalizing on the movement of the electrons that takes place in this redox reaction. This is accomplished by routing the electron flow through an external circuit that can be used to power electrical loads (Kotz 1999). The end result of this reaction is an efficient conversion of hydrogen fuel into usable electricity. PEM fuel cells have a theoretical maximum efficiency of 83%; however, to obtain a usable amount of power, fuel cells operate at lower efficiencies, usually between 30 and 60% (Barbir, 2005). In this way, the fuel cell can produce

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3. The hydrogen gas interacts with the platinum-based catalyst on the anode side of the fuel cell, and this acts to break hydrogen into the one proton and one electron of which it is composed. This is the oxidation reaction taking place. 4. The hydrogen protons are able to diffuse through the polymer-based electrolyte, which is sandwiched between the anode and cathode, but the hydrogen electrons cannot. The polymer electrolytes ability to restrict the flow of hydrogen electrons while simultaneously supporting the flow of protons is how the voltage difference is created by the PEM fuel cell. It is this separation of charges made possible by the platinum catalyst and specially designed polymer that produces all of the electricity for the PEM fuel cell. 5. A voltage difference is created between the anode and cathode side of the fuel cell as negative charges accumulate at the anode and positive charges at the cathode. Each individual cell has a limit as to how much charge it can maintain. Therefore, the cells must be connected in series or parallel in what is known as a fuel cell stack. Cells are stacked until the desired voltage or current from the PEM cell can be achieved. 6. A conductor is connected between the anode and the cathode, and a flow of electrons, or electricity, is produced as the electrons flow from the anode to the cathode through an external circuit. This process can be thought of quite simply as hooking up a battery. HFC technology can, in fact, be used to power anything a battery might. 7. As the electrons and protons reunite at the cathode side of the fuel cell they combine with the oxygen that has been introduced on the cathode side to form clean, potable, water. Oxygen is necessary in the function of the PEM cell because it provides the oxidant required to complete the oxidation-reduction reaction that takes place in the fuel cell. Without oxygen, the PEM cell would not function.

Figure 3.

2007). Clearly, with most hydrogen being produced from these sources, the concept of independence from fossil fuels is unattainable. Hydrogen, however, also can be produced by clean sources such as the electrolysis of water, with electricity provided by nuclear, hydroelectric, wind, or solar power (Barbir, 2005; Spiegel 2007). Manufacturing hydrogen is only one of the obstacles that must be surmounted in order to utilize hydrogen fuel. Additionally, new systems to safely distribute, store, and handle hydrogen fuel on a large scale must be established (Hoogers, 2003). Overcoming each of the aforementioned obstacles in providing hydrogen fuel will require a concerted effort by scientists and engineers. Furthermore, a transition such as the move to hydrogen fuel will depend upon strong support from the government and a welleducated class of end users.

Hydrogen Fuel Challenges

As promising as HFC technology may be, it will still face some of its largest challenges in the establishment of a hydrogen fuel infrastructure. Making hydrogen available to consumers involves a variety of obstacles that include: production, distribution, storage, and handling. Hydrogen is not an energy source, and it is not a fuel that is naturally available in usable quantities. The hydrogen fuel supply must be manufactured. Currently, hydrogen is primarily obtained from fossil fuels through processes that include steam reforming of natural gas, gasification of coal, and the partial oxidation of hydrocarbons (Barbir, 2005; Spiegel

A Rationale for Fuel Cell Education

In todays energy-driven technological world, one of the most prominent obstacles that must be overcome is the need to find and develop a clean and sustainable energy

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supply that can support our modern lifestyle without destroying the environment (Sweet, 2006). Hydrogen fuel cells represent a very promising energy conversion technology that may help drive the transition from dependence on fossil fuels to energy independence with hydrogen fuel. In fact, the United States Department of Energy believes that, in the future, hydrogen will join electricity as the primary energy carrier, and that hydrogen technology will supply every end-use energy need (USDOE, 2007). The government looks at hydrogen as an energy carrier because of the fact that it is not an energy source or a readily available fuel; it is an intermediary form of energy (Barbir, 2005). Advocates of HFC technology, such as the California Fuel Cell Partnership and the South Carolina Hydrogen and Fuel Cell Alliance, suggest that if HFC technology is fully developed with an infrastructure to support it, the world energy market, as we know it, may completely evolve into what is being billed as the coming of the hydrogen economy. In this scenario, HFC technology will be capable of powering our homes, cars, lawn mowers, laptop computers, and even our cell phones (Sammes, 2007). HFC technology may contribute to a transformation of our personal and working lives. We have a chance to decrease the threat of global warming as we implement more of our clean energy technologies such as HFC, and fewer of our dirty, carbon-emitting technologies of old to fulfill our energy demands (Sweet, 2006). Theoretically, in a hydrogen economy, our country could experience seemingly endless new expansion opportunities through new jobs in business, industry, and customer service as we work to support the integration of fuel cell technology into our lives (USDOE, 2006). Envision this awesome picture of a booming economy intertwined with a more environmentally friendly world. However, without the help, hard work, and education of the public to develop, produce, and utilize these technologies, this dream of our future will go unfulfilled. Educating our countrys youth about the functionality of HFC technology is of great importance. It is todays students who will help drive the needed changes toward clean alternative energy, for they will be the ones to feel the future positive or negative environmental impacts resulting from the energy choices we make today. It will also be their choice as to whether to support the development and use of new, clean, alternative-energy technologies. Therefore, it is in the best interest of all that we educate our youth about HFC technology and its potential as an energy source. We are dependent upon the help of our young people to overcome the many obstacles found along the way to fuel-cell implementation, and by fully educating them we

can make the transition to hydrogen fuel cells a reality. As technology educators, the responsibility falls upon us to provide students with the necessary knowledge and skills regarding HFC technology and its capability to supply energy for our future. The future of HFC-based energy will require a welleducated general public in order to properly and safely utilize the technology. It is this need for education that provides an excellent opportunity for technology teachers throughout the United States. HFC technology is a subject area that aligns very well with Standards for Technological Literacy, Chapter 7, Standard 16Students will develop an understanding of and be able to select and use energy and power technologies (ITEA, 2000/2002/2007). In fact, even if not featured in a unit of its own, in order to successfully fulfill Standard 16 today, students would almost certainly need to be exposed to HFC technology. With the rising importance of environmental and energy education, technology teachers may better cement their positions and boost the significance of technology education for all students by adding an alternative energy topic to their curriculum (ITEA, 1996).

Instructional Strategies for Fuel Cell Technology

HFC technology can be taught through a variety of instructional strategies, such as design and problem solving, cooperative learning, inquiry-based instruction, web-based instruction, interdisciplinary instruction, and modular instruction (Helgeson, 2003). The PEM fuel cell can be explored in an electronics class that utilizes laboratory experiments to explore the principles of voltage or current. It also can be employed in a power and energy course by investigating the functionality and feasibility of HFC technology as a portable or stationary power source.

Figure 4.

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HFC technology can even be studied in an environmental science course to examine its potential for reducing harmful greenhouse gas emissions while increasing power production. These are but a few of many strategies that represent effective ways to immerse students minds in the exciting and challenging content of HFC technology. Another great way to expose students to HFC technology is to employ a class project in which students build a PEM fuel cell from scratch. Using basic hand tools and readily available materials to individually or collaboratively make a PEM cell, such as that shown in Figure 4, students learn the simplicity and functionality of fuel cell technology. By the time students complete the project, they have a thorough understanding of what a PEM cell is made of and how it works. The PEM cell-build project can be adapted to a wide variety of technology classes. It is possible to dedicate anywhere from two weeks to an entire semester to constructing the PEM cell, depending upon the depth of study and detail desired by the instructor. In conjunction with building the PEM cell, students can be emerged in multiple disciplines of study, including physics, chemistry, and advanced algebra, as they work to obtain an understanding of its construction and functionality. Once the fuel cell is constructed, students are afforded the opportunity to gain even greater knowledge by investigating electrical current, voltage, and power capabilities. Keeping this in mind, students can explore potential end uses for HFC technology and modifications that can be made to the design to improve or make fuel cells more feasible for future use. Introducing students to HFC technology through project and laboratory experiences will expose them to the types of energy-related issues that todays generations will have to combat in the future.

References
Barbir, F. (2005). PEM fuel cells: Theory and practice. Burlington, MA: Elsevier Academic Press. Basu, S. (Ed.). (2007). Recent trends in fuel cell science and technology. New York, NY: Springer. Borowitz, S. (1999). Farewell fossil fuels: Reviewing Americas energy policy. Massachusetts: Perseus. Helgeson, K. R., & Schwaller, A. E. (Eds.). (2003). Selecting instructional strategies for technology education. 52nd Yearbook of Council on Technology Teacher Education. Peoria, IL: Glencoe/McGraw-Hill. Hoogers, G. (Ed.). (2003). Fuel cell technology handbook. Boca Raton, FL: CRC Press. International Technology Education Association. (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston, VA: Author. International Technology Education Association. (2000/2002/2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. Kotz, J. C. & Treichel, P. (1999). Chemistry and chemical reactivity (4th ed.). Orlando, FL: Saunders College Publishing. Sammes, N. (Ed.). (2006). Fuel cell technology: Reaching towards commercialization. Germany: Springer. Spiegel, C. (2007). Designing and building fuel cells. New York, NY: McGraw-Hill. Sweet, W. (2006). Kicking the carbon habit. New York, NY: Columbia. United States Department of Energy. (03/08/2007). Types of fuel cells. Retrieved, February 05, 2008, from http://www. eere.energy.gov/hydrogenandfuelcells/fuelcells/fc_types. html. United States Department of Energy. (03/22/2006). News, DOE seeks applicants for a solicitation of a transition to a hydrogen economy. Retrieved, February 12, 2008, from http://www.hydrogen.energy.gov/news_transition.html. David Brus is a high school industrial technology teacher at Waukee High School in Waukee, Iowa. He can be reached via email at dbrus@uni.edu. Doug Hotek is Associate Professor of Technology Education and Training at the University of Northern Iowa at Cedar Falls. He can be reached via email at doug.hotek@ uni.edu. This is a refereed article.

Conclusion
The future of hydrogen fuel cell technology seems very promising. Through simplicity in design and functionality, and most of all environmental friendliness, hydrogen fuel cells can make a significant contribution as an alternative solution to our countrys energy dependence on fossil fuels. For this to happen, more public knowledge and skills in the area of HFC technology are needed. Indeed, technology teachers have an opportunity to help fulfill these educational needs. HFC technology can be taught in compliance with Standards for Technological Literacy in a number of different courses, and through a variety of instructional strategies students can even build a functional fuel cell of their own. By engaging our youth in the study of the HFC, we help insure its full potential as an alternative energy technology.

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