Graded Assignment Name: Graded Assignment Honors Project 2: Fuel Cells Date: SC1304B: Honors Chemistry | Unit 11 | Lesson 1: Fuel Cells • For this project, you will research the following: • Explain how a fuel cell works. . • • Research various types of fuel cells (there are about five of them). • Provide examples of their applications in automobiles. Discuss the advantages and disadvantages of fuel-cell-powered vehicles compared to gasoline-powered vehicles. . • ⚫ Discuss the potential problems of using hydrogen fuel and how they might be solved. The recommended length requirement for this project is 2-4 pages (600–1,200 words), double spaced, using 12-point Times New Roman font. It is acceptable to write more than this; however, not developing your ideas enough to meet the length requirement may cause you to lose points. Check online for the due date of your final draft. Use the time line in the lesson to pace your work. Turn the final draft in by the due date to receive full credit on the assignment. Your final draft will be evaluated against a grading rubric. A copy of the rubric is included in the lesson. (18 points) In your report, you must address the following points: 1. Describe different types of fuel cells. 2. Explain how each type of fuel cell works, especially from the chemistry point of view. 3. Describe how a fuel-cell-powered vehicle works. Discuss the benefits and drawbacks of fuel-cell-powered vehicles compared to gasoline-powered vehicles. 4. 5. Decide which vehicle to buy and give reasons for the recommendation. Grading Rubric Honors Project 2: Fuel Cells Your teacher will use this grading rubric to evaluate your project. Criteria Describe different types of fuel cells. 18 Points Student has a thorough description of 4 types of fuel cells. 14-17 Points Student has a thorough description of 3 types of fuel cells. 10-13 Points Student has a thorough description of 2 types of fuel cells. 6-9 Points Student has a thorough description of 1 type of fuel cell. 0-5 Points Student neither mentions nor discusses the types of fuel cells. © 2009 K12 Inc. All rights reserved. Copying or distributing without K12's written consent is prohibited. Page 1 of 2 Graded Assignment Criteria Explain how each type of fuel cell works, especially from the chemistry point of view. 18 Points Student has a thorough description of how 4 types of fuel cells work, including diagrams and explanations. 14-17 Points Student has a thorough description of how 3 types of fuel cells work, SCI304B: Honors Chemistry | Unit 11 | Lesson 1: Fuel Cells 6-9 Points Student has a thorough description of how 1 type of fuel cell 0-5 Points Student does not discuss how the fuel cell works at all. 10-13 Points Student has a thorough description of how each type of 2 types of fuel cells including work, diagrams and including works, Describe how a fuel-cell- powered vehicle works. Student explains how a fuel-cell-powered vehicle works, including diagrams of the car, lists of explanations. Student discusses 75% of the topics. diagrams and explanations. Student discusses 50% of the topics. including diagram and explanation. Student discusses 25% of the topics. Student discusses less than 25% or the topics or none at all. 75% of the topics. Student discusses 50% of the topics. Student discusses 25% of the topics. components, and explanations of each component. Discuss the Student has written a benefits and drawbacks of fuel-cell- powered thorough description of the advantages and disadvantages of fuel-cell- powered vehicles Student discusses vehicles compared to gasoline- compared to powered vehicles, gasoline- powered • vehicles. • Range Decide which vehicle to buy and give reasons for the recommendat ion. addressing the following: Pollution Mileage per gallon . Effect on oil consumption Student makes a clear decision and uses research mentioned in the paper as support; for example, "I recommend a hydrogen fuel-celled car because..." Student says that either car would be acceptable and uses research mentioned in the paper as support; for example, "I would be Student decides on one car but does not use research to support the decision; for example, "I like the way [a car] looks." satisfied with either car because..." Student says that either car would be acceptable and does not use research mentioned in the paper as support. Student discusses less than 25% or the topics or none at all. Student does not make a decision; for example, "It's too hard to tell now what car I might like in the future." © 2009 K12 Inc. All rights reserved. Copying or distributing without K12's written consent is prohibited. Page 2 of 2