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A tested teacher training in workshop format on different fuel cell types for use in chemistry classes is presented. Besides the characterization based on core ideas for planning, especially the structure‐building lowcost experiments are shown, which have been (further) developed in our working group. Since all accompanying materials are available for download free of charge, it is possible to work through the content via distance learning and to ask questions via e‐mail. [ABSTRACT FROM AUTHOR]

Biological fuel cells are so far underrepresented in the theory and practice of chemistry lessons at German schools. A school experiment on an enzymatic fuel cell is presented in a short portrait below. It is simple, quick to set up and delivers reproducible, didactically concise results that allow a qualitative understanding of how it works. The set‐up is quite simple and easy to carry out due to the use of inexpensive materials such as filter paper strips, activated carbon, surfactant, lactase (tablets) and lactose. [ABSTRACT FROM AUTHOR]

The article briefly outlines the principle of curricular innovation research before illustrating it with the enzymatic fuel cell: First, the choice of topic is justified. Then, based on a system for enzymatic fuel cells with β‐glucose oxidase and laccase presented in the literature, individual stages of optimization or new development of an analogous school experiment with lactase are presented and an outlook on existing implementations is given. The article concludes with an assessment of the suitability of the school experiment of the enzymatic fuel cell with lactase. [ABSTRACT FROM AUTHOR]

The article gives a short introduction to biological fuel cells with a reference to the concept of sustainability. It then describes a selection of priorly proposed cells and introduces three new simple school experiments on yeast‐based biological fuel cells that can be carried out with low‐cost everyday materials. The experiments can be used to understand the basic working principle of a biological fuel cell. They are easy to set up and can be carried out within a regular school lesson. In the proposed experimental sequence students can explore how different cell geometries can enhance the performance of the biological fuel cell. [ABSTRACT FROM AUTHOR]