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.