ELECTROCHEMISTRY Unit Description By the end of this unit students will, F1. analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment; F2. investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms; F3. demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry. Essential Questions: -What is oxidation and reduction? What is electrochemistry? How do we convert chemical energy to electrical energy and vice versa? How does electrochemistry fit into our daily lives? How are these processes used in industrial applications? What are the implications for electrochemical processes on society, technology and the environment? LESSONS 5.1 5.2 Redox Reactions 5.3 Cells and Batteries Student Application of Electrochemistry 75min lessons 75min lessons 75min lessons 1. Intro to Oxidation and Reduction 2. Redox Reactions 3. Redox Reactions 4. Oxidation Numbers 5. Applying Oxidation Numbers to Redox Reactions 6. Balancing Redox Equations with Half Reaction 7. Applications in Society, Initiate Culminating Activity 8. Galvanic Cells (Potato Battery) 9. Measuring Cell Potential 10. LAB – Measuring Cell Potential 11. Standard Potential 12. Electrolytic Cells 13. Electrolytic Cells 14. Faraday’s Law 15. LAB – Faraday’s Law 16. WCI Case Study 17. Unit Test 18. Culminating Activity Work period 19.Culminating Activity Presentations 20. Culminating Activity Presentations ASSESSMENT and EVALUATION Formative Assessment Several formative assessments tools will be used throughout the unit to assist student success with the summative assessment. They include diagnostic tests, quizzes, presentations, labs etc. Summative Culminating Activity Students research a product/industry that uses electrochemistry and investigate its social and environmental impact. Students research/suggest environmentally friendlier alternatives and the social impact it would make. Summative Unit Test The unit test will cover assess all areas of the Achievement Chart Knowledge and Understanding Thinking and Inquiry Application Communication 1. Lesson Topic Expectation Codes Oxidation and Reduction F2.1 F2.2 By the end of the lesson students will: - know the definition of oxidation and reduction - see a redox reaction and investigate the chemical equations - connect how redox reactions affect their daily lives 2. Redox Reactions By the end of the lesson students will: - be introduced to and visualize (computer simulation) reactions in a redox equation - practice predicting the oxidation of metals 3. Redox Reactions By the end of the lesson students will: - be aware of the oxidation number rules and how to use it Redox Demo: Ask several students to break an empty can of coke that has been oxidized, asks others to break one that has not been (15min) Video Clip: Show students video clip that explains the redox reaction of cokecan http://www.stevespanglerscience.com/experiment/00000100 (5min) Inquiry + Lecture: Ask essential questions about lab results to help students to understand redox equations (25min) Thin Pair Share: Students brainstorming with elbow partner other everyday redox reactions (i.e., corrosion) and share with class. Teacher Evaluation – use as a Diagnostic Test, takes anecdotal notes (10min) F2.1 F2.3 F3.1 Homework: Students begin reading about redox reactions, to be completed by next class (20min) Lecture: Half reactions, Balancing Equations (25min) Computer Simulation: Single Replacement Simulations http://www.infoplease.com/chemistry/simlab/ Cooperative Problem Solving: using the activity series, student groups predict the oxidation of metals (35min) Culminating Activity (CA): Teacher introduces and asks students to form groups and sign up (15min) F2.1 F2.3 By the end of the lesson students will: - practise writing balanced half reactions - use the activity series of metals to predict reactions - practise their presentation skills 4. Oxidation Numbers Lesson Strategy and Assessment ** Cooperative Problem Solving: In small groups, students practice balancing half reactions and predict reactions based on the activity series of metals, i.e. McGraw Hill pgs. 467-468, 470-479 (30min) Cooperative Presentations: Each group will present one question and will show step by step how they arrived to that answer. Each person in the group needs to speak. The rest of the class confirms whether or not it is correct. Peer (verbal) + Teacher Evaluation (formative rating scale) (40min) F2.1 F2.3 Jigsaw: Using the Jigsaw Method, students teach each other about the Oxidation Number Rules (30min) Think, Pair, Share: Individually, students find the oxidation numbers of elements, showing each step they made to arrive to the answer. In pairs, they assess each other’s answers – Self, Peer and Teacher Evaluation (anecdotal notes) (25min) 5. Applying Oxidation Numbers to Redox Reactions By the end of the lesson students will: - practice balancing redox reactions using oxidation numbers - have a chance to practice their presentation skills 6. Writing balanced redox equations using Half- Reaction Method F2.1 F2.3 F3.1 F2.1 F2.3 By the end of lesson, students will be able to: -Define electrochemistry, electrodes, electrolytes, Lab Demo: Teacher will demonstrate the combustion of methane gas bubbles (reference http://www.youtube.com/watch?v=nJPDR4wPlE4) (20min) Inquiry Lecture: Ask student questions referring back to the lab to introduce using half reactions to balance equations (15min) F 1.2 F 2.2 F3.5 F 3.6 By the end of the lesson students will: - be aware of their understanding of the concepts taught in the unit so far 8. Galvanic Cells (GC) Potato Battery Small Group-Problem Solving: In small groups, students answers questions, i.e. McGraw-Hill 479-480 (20min) Student Presentations: Groups present their answer and explanation to one of the questions to the class. Teacher provides groups with presentation feedback – Teacher Evaluation – formative rating scale (40min) By the end of the lesson students will: - practice writing balanced redox equations using the Half-Reaction Method 7. Electrochemistry, Applications in Society, Issues + Culminating Activity Discussion Class Discussion: Teacher takes up correct answers with entire class (15min) Lecture: Teacher explains how to apply oxidation numbers to redox reactions (15min) Cooperative Problem Solving: In small groups students balance redox reactions using the Half-Reaction Method. Teacher Evaluation – while students work, takes anecdotal about their work habits, understanding (30min) Short Quiz: Formatively assess student’s understanding so far in the unit. Self + Teacher Evaluation (15min) Values Lines + Class Discussion: Students stand along a values line to represent their opinion about a controversial issues involving Electrochemistry (15min) Differentiated Assessment: Students are asked to go to stations that represent how they best like to express themselves (ie. written, lyrical drama, hand-on, visual etc.). In groups, students will present a concept that has been taught so far in their preferred learning style. Peer + Teacher Evaluation (formative rating scale) (30min) F 2.1 F 3.2 F 1.1 Culminating Activity (CA) planning: Students are given time to start planning their CA. -Teacher Demo / Video: http://www.kidzworld.com/article/4726-how-potatobatteries-work http://www.sparknotes.com/chemistry/electrochemistry/gal vanic/section2.rhtml - Notes on GC (20min) Lab: Students make Potato Battery Clock (35min) etc. - Identify components of and explain how galvanic cell works -Galvanic cell notation 9. Measuring Cell Potential Homework: In pairs, students research an application of electrochemical technologies as alternative energy sources and its pros and cons. Post findings on class Wiki page (15min in class to brainstorm) F 2.1 F 3.3 By the end of lesson students will be able to: -Define: electric potential; cell voltage; cell potential 10. Lab Measuring Cell Potential By the end of lesson students will be able to: -Identify factors affecting cell potential of GC -Write balanced half reactions for their cells 11. Standard Cell Potential By the end of lesson students will be able to: -Use the ‘Standard Half-Cell Potentials’ table -Calculate standard cell potentials 12. Electrolytic Cells By the end of lesson students will be able to: -Explain difference between Electrolytic cells and Galvanic Cells -Define spontaneous reactions 13. Electrolytic Cells Cont’d Teacher Formative/ Diagnostic Evaluation - Review student posts. Determine understanding of applications (Readiness for Culminating Task) Lecture: Power Point Presentation on cell potential (40min) Homework: Read and prepare for Lab ‘Measuring Cell Potentials of Galvanic Cells’ on pg 510 -511 (35min) CA Checklist: As students work, teacher uses checklist to makes sure are progressing along with CA. Teacher Evaluation, formative checklist F 2.4 F 2.5 F 3.2 F 2.2 F 2.3 F 3.1 Pre-Lab Mini-Lecture: (10min) Students perform lab: ‘Measuring Cell Potentials of Galvanic Cells’ on pg 510 -511 (65min) Students submit lab results next class and ‘Applications Questions’ on pg 511 Teacher Formative Evaluation - Assess student understanding of half cell reaction and cell potential F 2.1 F 2.6 F 3.4 F 2.3 Lecture: Teacher lecture on standard cell potential (20min) Cooperative Problem Solving: Read pg 519 – 520 ‘Sample Problem’ as Whole Class then in pairs complete. Practice Problems on pg. 521. Student groups present one solution to class (55min) Homework: practice problems pg 523 Q 1 -6 F 2.1 F 2.6 F 3.1 Lecture (15min) Jigsaw- Cooperative Learning: Read pg 524 -528. Assign one group to present one of: -Electrolysis of molten salts -Electrolysis of water -Electrolysis of aqueous solutions (60min) Homework: Concept Attainment Strategy Map on 1 Electrolytic Cells; 2- Galvanic Cells F 2.1 F 2.6 Students share Concept Attainment Strategy Maps in groups of 3 – 4. Peer Evaluation – verbal feedback (40min) By end of lesson students will be able to: -Predict the product of electrolysis reactions 14. Faraday’s Law F 3.1 F 2.1 F 2.3 By end of lesson students will be able to: -Calculate the relationship b/w the amount of electrons and the amount of an electrolysis product 15. Lab: Faraday’s Law (Electroplating) By the end of lesson students will be able to: -Build electrolytic cell -Electrolyse a Cu(II) sulphate solution to plate copper onto the cathode 16. Review – Case Study Whole Class Interactive Learning: Complete ‘Predicting Products of Electrolysis of aqueous solutions’ Sample Problem on pg 529 -531 -in class work on sample problem on pg 529 (35min) Homework : Problems on pg 531 & pg 534 – 535 (calculations); Practice Problems Q 13 -16 on pg 531 Whole class: Complete Sample Problems on pg 539 -540 (20min) In-class work: Complete Practice Problems on pg 541 (25min) Whole Class, complete Concept Attainment Chart on ‘What is Electrochemistry?’ (15min) F 2.2 F 2.3 CA Checklist: teacher uses checklist to makes sure are progressing along with CA. Teacher Evaluation, formative checklist (15min) Two Stay and One Stray (Co-op Learning Strategy): before lab, one of three goes to another group to verify hypotheses about lab. Peer Evaluation (informal) (15min) Perform Lab: (60 min) Teacher Evaluation: Completion of report & Journal Response to Inquiry Question F 1.2 F 2.1 F 2.5 F 3.1 F 3.5 F 3.6 By the end of lesson students will be able to: - integrate the concepts and skills they have learned in this unit to solve a case student in a cooperative learning environment 25 17. Unit Test F 2.1 F 2.3 F 2.6 Quiz: Formative assessment of student learning so far. Self + Teacher Evaluation (15min) Whole Class Integration (WCI) Case Study: Students are given a case study to solve on their own in a limited time. Teacher does not intervene, observes the process and assesses students’ ability to solve the Case Study, their teamwork and safety awareness (60min) WCI allows for Peer, Teacher Evaluation Multiple choice Conceptual short answer question Essay answers Diagrams (75min) **Lessons Lessons are typically 75 minutes long. However, at the beginning of the class time is given for taking attendance, recapping key concepts of previous class etc. At the end of class, about 10 minutes is dedicated for the teacher to address any needs that may arise (one-on-one time with student, Culminating Activity follow up etc.). Accommodations for Special Needs and ELL Make basic accommodations for special needs students by providing these students with extra time, computer options, strategic seating, assistive technology, etc. as outlined in their Individual Education Plans (IEPs). Explicitly teach problem solving strategies using GRASS or GRASP method to solve calculation example problems. Provide computer application programs for learning calculations and for visualizing the redox processes. During class work periods, when students are working in groups on problem solving, teacher can work with special needs students on reinforcing concepts and clarifying misconceptions. Gifted students can be challenged to complete extensions on topics covered in class to their everyday lives, such as conducting an inquiry where they try to, theoretically, create a galvanic cell. They may also investigate a real-life issue and industrial problem in electrochemistry and propose solution(s). For EL learners the teacher can post a word wall of common terms, which will benefit all students.
