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Redox Chemistry
Table of Contents

Teachers Guide pgs 2-13
Page 2 Introduction and Objectives
Page 3 Activity Sequence
Page 4 Organization & Materials
Page 5 Student background & lesson 1 activities
Page 6 Lesson 1 discussion notes
Page 7 Lesson 1 practice problem with key
Page 8 Lesson 2 activities with warm-up and key
Page 9 Lesson 2 Activity Series Lab procedure with grading rubric
Page 10 Lesson 3 Voltaic Cell Design Lab with grading rubric
Pages 11-13 Assessment questions objectives 1-4

Student Guide pgs 14-18
Page 14 Student introduction, lesson 1 activities and outlines
Page 15 Lesson 1 practice problems
Page 16 Lesson 2 activities and warm-up
Page 17 Activity Series Lab procedure with grading rubric
Page 18 Lesson 3 Voltaic Cell Design Lab with grading rubric














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Teachers Guide

Redox reactions in batteries

All batteries, from the one in your Ipod to the battery in your parents car, all work
on the concept of paired reduction and oxidation reactions. An electric current is simply a
flow of electrons between electrodes of two substances. This unit is designed for 12
th
grade
IB chemistry students as part of the redox unit.
It is possible to set up cells with different substances so there is a spontaneous flow
of electrons from one substance to another creating an electric current. A reduction is the
gaining of electrons by an atom while oxidation is the loss of electrons of an atom. By
combining the right substances a spontaneous flow of electrons can be formed in a voltaic
cell. An activity series is a ranking of substances reactivity in terms of reduction and
oxidation. If two materials are farther apart in an activity series there will be a greater flow
of electrons between those materials. If an individual has access to an activity series they
are then able to produce the most efficient battery.
In 4 hours of instruction students will learn and practice the concepts behind redox
reactions and how an electric current can be created. In this lesson students will complete a
variety of activities to learn and apply these concepts. Students will complete discussion
notes and practice problems, as well as participate in two laboratory experiments to apply
the content they have learned.

Instructional Objectives

1. Given the half reactions and standard electrode potentials of 2 half cells, draw and
determine the electrode potential of the full cell.

2. Given 7 metals and their salt solutions build a set of voltaic cells to experimentally
determine an activity series.

3. Given a written redox reaction equation for common metals such as Magnesium
and Iron use the activity series from the IB Chemistry Data Booklet to predict the
spontaneity of the reaction

4. Given common metals, their salt solutions, and access to any laboratory equipment
previously used in class, design and carryout an investigation of the effect on
voltage of altering one independent variable of your choice in a voltaic cell. Access
to chemical supply list will also be provided.










3
Activity Sequence

1) Review reduction and oxidation reactions and the proper way to write balanced
half reaction

2) Describe the concept of a standard electrode potential and how it relates to a
hydrogen cell (Objective 1, 2, 3, & 4)


3) Introduce the activity series given in the Chemistry Data Booklet and discuss
what the electrode potentials mean. (Objective 1, 2, & 3)
a. Give practice problems involving activity series reactions

4) Diagram how to build a full voltaic cell and identifying the main regions of that
cell (Objectives 1, 2, & 4)
a. Give practice problems involving full voltaic cells

5) Predict spontaneity of voltaic cells using Standard Electrode Potentials
a. Give practice problems involving spontaneity (Objective 3)

6) Perform a laboratory procedure to create an activity series given 7 metals
(Objective 2)

7) Perform a laboratory investigation on full voltaic cells. (Objective 4)






















4
Redox in Batteries

Teachers Guide

Organization
Voltaic cells in the redox topic will consist of 2 one and a half hour sessions and 1
one hour session. The first component of this lesson is to introduce students to a redox cell
and to calculate standard electrode potentials. Students are expected to retain information
on oxidation numbers and redox half equations for use in this unit. This first component
may be extended if extra practice is needed in half reactions. The second component of
this unit is to follow a standard lab procedure and determine an activity series of seven
given metals. The third component of this lesson is to plan and carry out an investigation
on the effect of changing an independent variable of a voltaic cell. This unit will use the
standard IB lab rubric for both labs. Activity Series lab will be assessed on data collection
& processing and conclusion & evaluation. Investigation of a voltaic cell will be assessed
on design, data collection & processing, and conclusion & evaluation.

Materials:

Teachers guide: lecture notes, practice problems with answer keys, activity
series lab procedure with grading rubric, and voltaic cell
planning lab question and grading rubric
Text:
Green, John and Sadru Damji. Chemistry for the use
with the International Baccalaureate Diploma
Programme 2
nd
Edition. Victoria: IBID Press, 2001.
Pgs 338-347
Hill, John, Ralph Petrucci, Terry McCreary, and Scott
Perry. General Chemistry 4
th
Edition. New Jersey:
Prentice Hall, 2005. Pgs 755-778
IB Chemistry Data Booklet

Students guide: Lecture outline, practice problems, activity series lab
procedure with grading rubric, and voltaic cell planning lab
question and grading rubric
Text:
Green, John and Sadru Damji. Chemistry for the use
with the International Baccalaureate Diploma
Programme 2
nd
Edition. Victoria: IBID Press, 2001.
Pgs 338-347
Hill, John, Ralph Petrucci, Terry McCreary, and Scott
Perry. General Chemistry 4
th
Edition. New Jersey:
Prentice Hall, 2005. Pgs 755-778
IB Chemistry Data Booklet



5

Teacher background information

Redox chemistry is intended for Higher Level IB Chemistry students and students
are expected to have mastered oxidation numbers and balancing half reactions before they
move onto full cells. It is recommended that the teacher have a strong grasp of redox
chemistry before delivering this lesson.

REDOX Content

Lesson 1 Standard Electrode Potential (1.5 hour session)

Materials: Lecture notes and practice problems

Class Activities:
Hand out student notes outlines
Describe the concept of a standard electrode potential uses a generic metal cell:
M
(s)
= Mn
+
(aq)
+ ne
-
Introduce how the standard electrode potential (E

) is calculated in comparison to a
hydrogen cell.
Introduction to the activity series represented in the student Data Booklet
o Identifying reducing agents and oxidizing agents in the activity series
o Practice problems looking at reduction and oxidation in an activity series
Building a voltaic cell
o Convert a short hand cell into a diagram and vice versa
o Using an activity series: determine electron flow direction, identify the
negative electrode (anode), identify the positive electrode (cathode), and
determine the standard electrode potential of the cell.
o Practice problems creating voltaic cells
Using half reactions of a voltaic cell and your data booklet predict spontaneity of
redox reactions
o Practice problems
Assign design aspect of voltaic cell lab
o Students may use any lab equipment we have in the lab and any chemicals
given on the chemical inventory list available to all students
Hand out Activity Series Lab Procedure
o Assign data table creation for the lab










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Lecture Notes:





























7
Practice problems:


Practice problems answer key:











Lesson 1 Practice Problems
Activity series problems
Which of the following is the most powerful reducing agent? Why?
o Copper
o Magnesium
o Iron
o Zinc
In which of the following would you expect a reaction to occur? Why?
o Copper placed in zinc chloride
o Zinc placed in copper sulfate
o Iron placed in magnesium sulfate
o Magnesium placed in sodium chloride
Answer the following:
o What would you expect to see happen when chlorine gas is bubbled through NaBr (aq)?
o What would you expect to see happen if liquid bromine is added to NaCl (aq)?
o Interpret these results in terms of the power of chlorine and bromine as oxidizing and reducing agents.
You have an unknown sample of metal and an aqueous solution of its sulfate (MSO4). Describe some simple
experiments to determine its reactivity to other common metals such as copper, zinc, and magnesium. Deduce a way
to identify the unknown metal with these experiments.
Voltaic Cell Practice Problems
Diagram the following voltaic cell and answer the following questions
o Mn/Mn
2+
//Ag/Ag
+

In order for the comparison to be of standard electrode potentials, what conditions must be met?
If the experiment was meant to determine the standard electrode potential of Mn what must
replace the silver electrode?
What could be used as a salt bridge?
In Which direction will the electrons flow?
What will occur at the anode (identifying the half reaction)
What will occur at the cathode (identifying the half reaction)
Standard Electrode Practice Problems
Which of the following would be best to reduce bromine? Mathematically support your answer: Iodate (V) ions (E


+1.19), Copper ions (E

+.34), Phosphoric acid (E

-.28), or Hydrogen gas (E

-2.25)
Using the Voltaic cell from the previous practice problems answer the following questions.
o Calculate the cell potential.
o Calculate the amount of Gibbs Free Energy
o If the silver nitrate solution were diluted what would you expect to see happen to the cell potential? Why?

8

Lesson 2 Creating an Activity Series (1 hour session)

Materials: Activity Series Lab Procedure and Lab supplies, and practice problems for
warm-up

Class Activities:
Collect Design aspect of Voltaic cell lab
Copy down and solve warm-up question in notebooks
Perform Activity Series Lab
Assign Data Collection & Processing and Conclusion & Evaluation for the Activity
Series Lab for homework



Key to warm-up














9
















Lab Grading Rubric
Data Collection & Processing and Conclusion & Evaluation of Activity Series Lab

Activity Series Lab

Objectives:
1. Successfully create a full electrochemical cell
2. Predict electron flow
3. Experimentally create an activity series with given metals

Pre-laboratory Activity:
Read through lab and create an appropriate data table to collect raw data

Materials:
Strips of the following metals: silver, copper, lead, iron, magnesium, zinc, and aluminum
Powdered Silver nitrate
Powdered Copper (II) nitrate
Powdered Lead (II) nitrate
Powdered Iron (III) nitrate
Powdered Magnesium Chloride
Powdered Zinc nitrate
Powdered Aluminum Chloride
Steel wool
7 - 50 mL beakers
1 - 25 mL graduated cylinder
7 - 50 mL volumetric flasks
2 - Copper wire leads
1 - volt-meter
Paper towels
Saturated sodium chloride solution
Labeling tape

Procedure:
1) Create a 1 M solution of all the powdered metal salts and place them into labeled 50 mL beakers
2) Clean metal strips with steel
3) Place metal strips into their own salt solution
4) Attach one end of the copper lead to Silver in its salt solution and attach the other copper lead into the copper in its salt solution
5) Create a salt bridge by soaking paper towel in the sodium chloride solution and connect the 2 half cells
6) Attach other ends of copper leads to the volt-meter and record voltage (remember that there is a difference between a positive and negative
voltage)
7) Repeat steps 4-6 for all combinations of metals.
8) Create a full data table
9) Process data
10) Write a conclusion and evaluation

10
Lesson 3 Investigation of a Voltaic Cell (1.5 hour session)

Materials: Arrange materials requested by students for their design labs in appropriate work
stations in the lab

Class Activities:
Give students full class time for experimental set-up and data collection &
processing
Assign data collection & processing and Conclusion & Evaluation of Voltaic Cell
Design Lab for homework.
Grading Rubric Voltaic Cell Lab: Design, Data Collection & Processing, and Conclusion &
Evaluation



11
Assessment Questions for Redox Unit
Objective 1

1) What occurs during the operation of a voltaic cell based on the following reaction:
Ni
(s)
+ Pb
2+

(aq)
Ni
2+

(aq)
+ Pb
(s)


External Circuit Ion movement in solution
A Electrons move from Ni to Pb Pb ions move away from solid Pb
B Electrons move from Ni to Pb Pb ions move toward solid Pb
C Electrons move from Pb to Ni Ni ions move away from solid Ni
D Electrons move from Pb to Ni Ni ions move toward solid Ni

2) The following reactions are spontaneous as written.
Fe
(s)
+ Cd
2+

(aq)
Fe
2+

(aq)
+ Cd
(s)

Cd
(s)
+ Sn
2+

(aq)
Cd
2+

(aq)
+ Sn
(s)
Sn
(s)
+ Pb
2+

(aq)
Pb
(s)
+ Sn
2+

(aq)

Which of the following will react spontaneously?
I.
Sn
(s)
+ Fe
2+

(aq)
II. Cd
(s)
+ Pb
2+

(aq)

III. Fe
(s)
+ Pb
2+

(aq)


A. I only
B. II only
C. III only
D. II and III

3) From the given standard electrode potentials which statement is correct?
Ca
2+
(aq) + 2e- Ca (s) E

= -2.87V
Ni
2+
(aq) + 2e- Ni (s) E

= -.23V
Fe
3+
(aq) + 1e- Fe 2+ (aq) E

= +.77V

A. Ca
2+
(aq) can oxidize Ni (s)
B. Ni
2+
(aq) can reduce Ca
2+
(aq)
C. Fe
3+
(aq) can oxidize Ni (s)
D. Fe
3+
(aq) can reduce Ca
2+
(aq)

4) Using the following information and arrange the metals in increasing order of
reactivity
2AgNO
3
(aq) + Zn (s) 2 Ag (s) + ZnNO
3
(aq)
ZnNO
3
(aq) + Co (s) NO REACTION
2AgNO
3
(aq) + Co (s) CoNO
3
(aq) + 2Ag (s)

A. Ag < Zn < Co
B. Co < Ag < Zn
C. Co < Zn < Ag
D. Ag < Co < Zn

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5) Zinc metal can supply electrons to copper ions and magnesium metal can supply
electrons to zinc ions. Which is the strongest reducing agent?
A. Copper ions
B. Zinc ion
C. Magnesium metal
D. Zinc metal

Objective II

1) Practical assessment: Lab conclusion and evaluation for Activity Series
Experiment

2) Explain how an activity series can be used to describe the reaction between an
oxidizing agent and a reducing agent

3) Outline how the process of electron transfer that occurs between an oxidizing
agent and a reducing agent can be used to create an activity series.

4) Use the activity series that you have created and write 3 spontaneous reactions
from your data.

Objective III
1) For which of the following reactions will G have the greatest negative value?
A. Cu (s) + 2 Ag
+
(aq) 2 Ag (s) + Cu
2+
(aq) E

= +.46V
B. Co (s) + Cu
2+
(aq) Cu (s) + Co
2+
(aq) E

= +.62V
C. H
2
(g) + Cd
2+
(aq) Cd (s) + 2H
+
(aq) E

= -.40V
D Fe
2+
(aq) + Cu
2+
(aq) Fe
3+
(aq) + Cu
+
(aq) E

= -.61V

2) What combination of signs for E and G correspond to a spontaneous
electrochemical reaction?
E

G
A + +
B + -
C - -
D - +


3) Consider the following electrode potentials
Sn
4+
(aq) + 2 e- Sn
2+
(aq) +.15V
Fe
3+
(aq) + 1e- Fe
2+
(aq) +.77V

What is the value of the cell potential for the spontaneous reaction?
A. +1.69V
B. +1.39V
C. +.92V
D. +.62V


13
4) The standard electrode potential for two half cells of iron are as follows:
Fe
3+
(aq) + 1e- Fe
2+
(aq) +.77V
Fe
2+
(aq) + 2e- Fe (s) -.44V

What is the equation and the cell potential for the spontaneous reaction that
occurs when the two half-cells are connected?
A. 3Fe
2+
(aq) Fe (s) + 3Fe
3+
(aq) E

= +1.21V
B. Fe
2+
(aq) + Fe
3+
(aq) 2 Fe (s) E

= +.33V
C. Fe (s) + 2Fe
3+
(aq) 2Fe
2+
(aq) E

= +.33V
D. Fe (s) + 2Fe
3+
(aq) 2Fe
2+
(aq) E

= +1.21V

Objective IV
1) Practical assessment: Conclusion and evaluation of Voltaic Cell Design Lab

2) Qualitatively explain the results of changing the level of your variable on your
collected data.

3) Choose a different experimental variable from the one you have already
investigated and design a lab to test the effects of altering that experimental
variable.

4) Predict, with explanation, what will occur by altering the variable from the
previous question.
















14
Student Guide

Student Introduction:
We have now spent the last week learning about reduction and oxidation reactions
in isolated situations. In this part of the unit we are going to take the information we have
already learned and apply it to a more practical use. We are going to look at how redox
reactions can power all of the gadgets and electronics that you use everyday, from your
iPod to your car. All manufactures batteries are based on the idea of redox reactions. We
will not look at the specific types of batteries that run these machines, like lithium batteries,
but we will look at the basic concepts of these reactions and apply them to metal / metal
cells.

Lesson 1:

Materials: Lecture outline & practice problem handout
Activities:
o Cover lecture content
o Work practice problems
Homework:
o Design for Voltaic Cell Planning Lab
o Data Table for Activity Series Lab

Student Notes Outline




15
Lesson 1 Practice Problems

Activity series problems
Which of the following is the most powerful reducing agent? Why?
o Copper
o Magnesium
o Iron
o Zinc
In which of the following would you expect a reaction to occur? Why?
o Copper placed in zinc chloride
o Zinc placed in copper sulfate
o Iron placed in magnesium sulfate
o Magnesium placed in sodium chloride
Answer the following:
o What would you expect to see happen when chlorine gas is bubbled
through NaBr
(aq)
?
o What would you expect to see happen if liquid bromine is added to
NaCl
(aq)
?
o Interpret these results in terms of the power of chlorine and bromine as
oxidizing and reducing agents.
You have an unknown sample of metal and an aqueous solution of its sulfate
(MSO
4
). Describe some simple experiments to determine its reactivity to other
common metals such as copper, zinc, and magnesium. Deduce a way to
identify the unknown metal with these experiments.

Voltaic Cell Practice Problems
Diagram the following voltaic cell and answer the following questions
o Mn/Mn
2+
//Ag/Ag
+

In order for the comparison to be of standard electrode
potentials, what conditions must be met?
If the experiment was meant to determine the standard electrode
potential of Mn what must replace the silver electrode?
What could be used as a salt bridge?
In Which direction will the electrons flow?
What will occur at the anode (identifying the half reaction)
What will occur at the cathode (identifying the half reaction)

Standard Electrode Practice Problems
Which of the following would be best to reduce bromine? Mathematically
support your answer: Iodate (V) ions (E

+1.19), Copper ions (E

+.34),
Phosphoric acid (E

-.28), or Hydrogen gas (E

-2.25)
Using the Voltaic cell from the previous practice problems answer the
following questions.
o Calculate the cell potential.
o Calculate the amount of Gibbs Free Energy
o If the silver nitrate solution were diluted what would you expect to see
happen to the cell potential? Why?


16
Lesson 2 Experimentally Determining an Activity Series

Materials: Warm-up problem & Activity Series Lab Procedure
Activities:
o Collect Design for planning lab
o Work and review warm-up question
o Complete Activity Series Lab
Homework:
o Data Collection & Processing and Conclusion & Evaluation of Activity
Series Lab


17


Grading Rubric Activity Series Data Collection & Processing and Conclusion &
Evaluation


Activity Series Lab

Objectives:
4. Successfully create a full electrochemical cell
5. Predict electron flow
6. Experimentally create an activity series with given metals

Pre-laboratory Activity:
Read through lab and create an appropriate data table to collect raw data

Materials:
Strips of the following metals: silver, copper, lead, iron, magnesium, zinc, and aluminum
Powdered Silver nitrate
Powdered Copper (II) nitrate
Powdered Lead (II) nitrate
Powdered Iron (III) nitrate
Powdered Magnesium Chloride
Powdered Zinc nitrate
Powdered Aluminum Chloride
Steel wool
7 - 50 mL beakers
1 - 25 mL graduated cylinder
7 - 50 mL volumetric flasks
2 - Copper wire leads
1 - volt-meter
Paper towels
Saturated sodium chloride solution
Labeling tape

Procedure:
1) Create a 1 M solution of all the powdered metal salts and place them into labeled 50 mL beakers
2) Clean metal strips with steel
3) Place metal strips into their own salt solution
4) Attach one end of the copper lead to Silver in its salt solution and attach the other copper lead into the copper in its salt
solution
5) Create a salt bridge by soaking paper towel in the sodium chloride solution and connect the 2 half cells
6) Attach other ends of copper leads to the volt-meter and record voltage (remember that there is a difference between a
positive and negative voltage)
7) Repeat steps 4-6 for all combinations of metals.
8) Create a full data table
9) Process data
10) Write a conclusion and evaluation

18
Lesson 3 Voltaic Cell Design Lab

Materials: What you specified in your lab design
Activities: Students will have the 1.5 hour session to carry-out their data collection
Homework: Data Collection & Processing and Conclusion & Evaluation of
Activity Series Lab

Grading Rubric Voltaic Cell Design Lab
Design, Data Collection & Processing, and Conclusion & Evaluation

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