For SCH 4U from the Electrochemistry Strand

UNIT PLAN DRAFT OVERVIEW: ELECTROCHEMISTRY

Each lesson is 75 min in duration

Lesson Topic / Expectation Codes / Lesson Strategy and Assessment ** / Evaluation including criteria addressed from Achievement Chart
5.1
Redox Reaction
1.  Oxidation and Reduction
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 / F2.1
F2.2 / 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)
Homework: Students begin reading about redox reactions, to be completed by next class (20min) / K/U
T/I
A
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 / F2.1
F2.3
F3.1 / 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) / K/U
T/I
3.  Redox Reactions
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 / F2.1
F2.3 / 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) / K/U
T/I
A
C
4. Oxidation Numbers
By the end of the lesson students will:
- be aware of the oxidation number rules and how to use it / 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)
Class Discussion: Teacher takes up correct answers with entire class (15min) / K/U
T/I
C
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 / F2.1
F2.3
F3.1 / Lecture: Teacher explains how to apply oxidation numbers to redox reactions (15min)
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) / K/U
T/I
C
A
6. Writing balanced redox equations using Half- Reaction Method
By the end of the lesson students will:
- practice writing balanced redox equations using the Half-Reaction Method / F2.1
F2.3 / 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)
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)
7. Electrochemistry, Applications in Society, Issues + Culminating Activity Discussion
By the end of the lesson students will:
- be aware of their understanding of the concepts taught in the unit so far / F 1.2
F 2.2
F3.5
F 3.6 / 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)
Culminating Activity (CA) planning: Students are given time to start planning their CA.
5.2
Cells and Batteries
8. Galvanic Cells (GC)
Potato Battery
By the end of lesson, students will be able to:
-Define electrochemistry, electrodes, electrolytes, etc.
- Identify components of and explain how galvanic cell works
-Galvanic cell notation / F 2.1
F 3.2
F 1.1 / -Teacher Demo / Video:
http://www.kidzworld.com/article/4726-how-potato-batteries-work
http://www.sparknotes.com/chemistry/electrochemistry/galvanic/section2.rhtml - Notes on GC (20min)
Lab: Students make Potato Battery Clock (35min)
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)
Teacher Formative/ Diagnostic Evaluation - Review student posts. Determine understanding of applications (Readiness for Culminating Task) / K & U
A
I
9. Measuring Cell Potential
By the end of lesson students will be able to:
-Define: electric potential; cell voltage; cell potential / F 2.1
F 3.3 / 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 / K & U
T
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 / 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 / K & U
T
C
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 / 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 / K & U
T
12. Electrolytic Cells
By the end of lesson students will be able to:
-Explain difference between Electrolytic cells and Galvanic Cells
-Define spontaneous reactions / 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 / K & U,
T
C
13. Electrolytic Cells Cont’d
By end of lesson students will be able to:
-Predict the product of electrolysis reactions / F 2.1
F 2.6
F 3.1 / Students share Concept Attainment Strategy Maps in groups of 3 – 4. Peer Evaluation – verbal feedback (40min)
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 / K & U,
T
C
14. Faraday’s Law
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 / F 2.1
F 2.3 / 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)
CA Checklist: teacher uses checklist to makes sure are progressing along with CA. Teacher Evaluation, formative checklist (15min) / K & U, T
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 / F 2.2
F 2.3 / 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 / K & U
T
C / I
5.3
Student Application of Electrochemistry
16. Review – Case Study
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 / F 1.2
F 2.1
F 2.5
F 3.1
F 3.5
F 3.6 / 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 / K/U
T/I
C
A
25  17. Unit Test / F 2.1
F 2.3
F 2.6 / Multiple choice
Conceptual short answer question Essay answers
Diagrams (75min) / K & U, T, C, A
18. Culminating Activity (CA) Work period / F 1.2
F 2.2
F3.5
F 3.6 / Library is booked for student to work on their CA (75min)
Peer Evaluation - checklist
Teacher Evaluation - anecdotal notes, checklist / C
A
19. CA Presentations / F 1.2
F 2.2
F3.5
F 3.6 / Peer Evaluation - rating scale
Teacher Evaluation - summative rubric
(75min) / C
A
20. CA Presentations / F 1.2, F 2.2, F3.5, F 3.6 / Peer Evaluation - rating scale
Teacher Evaluation - summative rubric (75min) / C
A

**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.

Annotated References

Mustoe, Frank (2002). Chemistry 12. Toronto: McGraw-Hill Ryerson.

Wistrom, Cheryl; Phillips, John; Strozak, Victor (1997). Chemistry: Concepts and Applications. Ohio: Glencoe / McGraw-Hill.

Web Resources

See website links in unit plan.