Expected Time: 20 classes
Expected Unit Test: Friday, June 5
What will you be able to do at the end of this unit?
 explain how electrons are shared or transferred in chemical reactions
 classify chemical reactions as oxidation or reduction reactions, and predict spontaneous reactions
 illustrate and label the parts of electrochemical and electrolytic cells and explain how they work
 compare electrochemical and electrolytic cells in terms of energy efficiency, electron flow/transfer, and chemical change
 predict the voltage of various electrochemical cells
 explain the processes of electrolysis and electroplating
 explain how electrical energy is produced in a hydrogen fuel cell
Important Chemists in the History of Electrochemistry
Try this website for biographies in electrochemistry: http://corrosion-doctors.org/Who's_who.htm
Nobel Prize Winners
2000 Alan J. Heeger, Alan G. MacDiarmid, Hideki Shirakawa for the discovery and development of conductive polymers
Contemporary Issues in Electrochemistry
Some of the most exciting (pardon the electron pun) work in modern chemistry relates to applications of semi-conductors, photovoltaic cells, and new batteries for storing “Green” energy from renewable sources.
Vocabulary Terms: (others may be added during the unit) oxidation, oxidizing agent, reduction, reducing agent, oxidation reaction, reduction reaction, half - reaction, oxidation number, electrochemical cell, electrode, anode, cathode, salt bridge, Standard Reduction Potential (half- cell potential), electrolysis, standard cell, electrolytic cell, voltaic cell, galvanic cell, fuel cell, corrosion, cathodic protection
Internet Resources relating to this unit:
 some basics on oxidation-reduction: http://www.chemteam.info/Redox/Redox.html
 some electrochemistry high points: http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch20/electro.php
Chemistry 12 Outcomes relating to this unit:
STSE Science, Technology, Society and the Environment (100’s)
Students will develop an understanding of the nature of science and technology, of the relationship between science and technology, and of the social and environmental contexts of science and technology
Students will be expected to
 distinguish between scientific questions and technological problems (115-1)
 describe and evaluate the design of chemical cells and the way they function, including the technological and scientific principles (116-6)
 evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves (118-4)
Skills (200’s)
Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
Students will be expected to
 identify questions to investigate that arise from practical problems and issues on redox (212-1)
 design an experiment identifying and controlling major variables(212-3)
 formulate operational definitions of major variables (212-7)
 select and use apparatus and materials safely for electrochemistry labs (213-8)
 evaluate the reliability of data and data collection methods involving reduction potentials (214-3)
 compare theoretical and experimental reduction potential values and account for discrepancies
(214-7)

 evaluate a personally designed and constructed cell on the basis of criteria they have developed themselves
(214-16)
 define problems regarding experimental designs for cells and evaluate the processes used in problem solving and decision making (215-7,212-2)
Knowledge (300’s)
Students will construct knowledge and understandings of concepts in physical, life, Earth and space science and apply these understandings to interpret integrate and extend their knowledge.
Students will be expected to
 define oxidation and reduction experimentally and theoretically (322-1 )
 write and balance half reactions and net reactions (322-2 )
 compare oxidation-reduction reactions with other kinds of reactions (322-3)
 illustrate and label the parts of electrochemical and electrolytic cells and explain how they work (322-4)
 predict whether oxidation-reduction reactions are spontaneous based on their reduction potentials (322-5)
 predict the voltage of various electrochemical cells (322-6)
 compare electrochemical and electrolytic cells in terms of energy efficiency, electron flow/transfer, and chemical change (322-7)
 explain the processes of electrolysis and electroplating (322-8)
 explain how electrical energy is produced in a hydrogen fuel cell (322-9)
Attitudes (400’s)
Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technical knowledge to the mutual benefit of self, society and the environment.
The following Attitude outcomes may appear in all units, with some possible overlap:
Appreciation of Science
 456 value the role and contribution of science and technology in oar understanding of phenomena that are directly observable and those that are not
 437 appreciate that the applications of science and technology can raise ethical dilemmas
 438 value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds
Interest in Science
 439 show a continuing and more informed curiosity and interest in science and science-related issues
 440 acquire, with interest and confidence, additional science knowledge and skills using a variety of resources and methods, including formal research
 441 consider further studies and careers in science- and technology-related fields
Scientific Inquiry
 442 confidently evaluate evidence and consider alternative perspectives, ideas, and explanations
 443 use factual information and rational explanations when analysing and evaluating
 444 value the processes for drawing conclusions
Collaboration
 445 work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
Stewardship
 446 have a sense of personal and shared responsibility for maintaining a sustainable environment
 447 project die personal, social, and environmental consequences of proposed action
 448 want to take action for maintaining a sustainable environment
Safety
 449 show concern for safety and accept the need for rules and regulations
 450 be aware of the direct and indirect consequences of their actions