ERIC Number: EJ1493833
Record Type: Journal
Publication Date: 2026-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: EISSN-1938-1328
Available Date: 0000-00-00
Introducing PEM Electrolysis with a Transparent Electrolyzer for Hands-On Electrochemistry Education
Isaac Holmes-Gentle; Sangram Ashok Savant; Roberto Valenza; Sophia Haussener
Journal of Chemical Education, v103 n1 p175-184 2026
The practical demonstration of electrolysis is a foundational example of electrochemistry that is often introduced to students during secondary education. However, when students subsequently encounter solid polymer electrolytes, such as proton exchange membranes (PEM), they may experience confusion due to the added complexities. In this work, we aim to outline the working principles behind PEM electrolysis and present an educational device for use in the classroom as a demonstration or as part of an introductory undergraduate-level laboratory practical. The transparent cell design allows students to view inside the cell, enabling them to visually experience the occurring electrochemical phenomena. The detailed construction information is provided to allow for easy replication. Various pedagogical applications are highlighted, along with example worksheets for stimulating discussion around PEM electrolysis, a potentially transformative technology to drive forward the production of green sustainable hydrogen from renewable electricity.
Descriptors: Chemistry, Hands on Science, College Science, Undergraduate Students, Science Laboratories, Cytology, Scientific Concepts, Worksheets, Science Experiments
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A

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