Battery Building Challenge
Students will describe how electrons move in an atom and how they relate to other subatomic particles (protons and neutrons), discuss how electronegativity varies across the periodic table and the reasons for these trends, differentiate between the anode and cathode in terms of electron flow and charge, describe how electrolytes are the chemical medium that allows the flow of ions between the cathode and anode and why this is important for conductivity, and conduct an experiment to observe the conductivity of different electrolyte solutions.
Overview
Students study how batteries work, starting from the phenomenon of exploding cell phone batteries, which leads them to brainstorm causes and build a class concept map. They then examine reusable hot packs to introduce periodic trends and use balloons and a strip of plastic to investigate static electricity, checking their explanation with a PhET simulation. Lecture slides on electrons and electronegativity follow each exploration. Groups build lemon batteries, using a multimeter to test pairs of copper, zinc, iron, and aluminum nails with several electrolytes. They then present findings and a future battery research grant proposal to classmates acting as reviewers.
Lesson Objectives
- Describe how electrons move in an atom and how they relate to other subatomic particles (protons and neutrons).
- Discuss how electronegativity varies across the periodic table and the reasons for these trends.
- Differentiate between the anode and cathode in terms of electron flow and charge.
- Describe how electrolytes are the chemical medium that allows the flow of ions between the cathode and anode and why this is important for conductivity.
- Conduct an experiment to observe the conductivity of different electrolyte solutions.
- Present their findings and propose a grant for future battery research based on their experiment from the Battery Building Challenge. This activity will assess their understanding of the scientific method, data analysis, presentation skills, and ability to propose future research.
Standards
NGSS · 4
- HS-PS1-1Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- HS-PS1-2Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- HS-PS3-3Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
- HS-ESS3-2Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
CCSS Math · 8
- HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
- HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling.
- HSA-CED.A.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
- MP1Make sense of problems and persevere in solving them.
- MP2Reason abstractly and quantitatively.
- MP4Model with mathematics.
- MP5Use appropriate tools strategically.
- MP6Attend to precision.
CCSS ELA · 4
- SL.11-12.1.aCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
- RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
- RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.