BATTERIES( Learning(About(ELECTROCHEMISTRY

TEACHER'GUIDE Building(&(Designing BATTERIES( Learning(About(ELECTROCHEMISTRY

Building(STEM(Skills TEACHER'GUIDE Learning'About(((( ELECTROCHEMISTRY TABLE(OF(CONTENTS

BEGINNING ... SECTION 1 Materials SECTION 2 STEM / Next-GEN SS Correlation Information SECTION 3 Experimental Design Considerations SECTION 4 Getting Ready ...

ACTIVITY 1 Building a Pile Battery (Voltaic Cells) SECTION 1 What You Need ... SECTION 2 Pre-Lab Preparation SECTION 3 Think About It ... SECTION 4 What To Do ... and Data Analysis SECTION 5 Independent Investigation Inquiry

ACTIVITY 2 Constructing a LED Light Battery SECTION 1 What You Need ... SECTION 2 Pre-Lab Preparation SECTION 3 Think About It ... SECTION 4 What To Do ... and Data Analysis SECTION 5 Independent Investigation Inquiry ACTIVITY 3 Building Earth & Microbe Batteries SECTION 1 What You Need ... SECTION 2 Pre-Lab Preparation SECTION 3 Overview SECTION 4 Think About It SECTION 5 What To Do ... and Data Analysis

GOING FURTHER INVESTIGATIONS SECTION 1 ACTIVITY 4 Working with Earth Batteries SECTION 2 ACTIVITY 5 A Closer looks at Galvanic Corrosion SECTION 3 ACTIVITY 6 Working with Microbial Fuel Cells (MFCs)

REFERENCES SECTION 1 KIT MATERIALS Beginning ... Quantity Description 3 Red LED (1.7V; 20mA) ACTIVITY 1, (MODEL) 5 Blue LED (3.2V; 20mA) ACTIVITIES 1, 2 (MODEL; INQUIRY) 5 White LED (3.5V; 20mA) ACTIVITIES 1, 2 (MODEL; INQUIRY) Materials 1 Roll, electrical tape ACTIVITY 1 (MODEL / INQUIRY); ACTIVITY 3 (MODEL) 1 Roll, copper foil tape (150cm; 60in) ACTIVITY 1 (INQUIRY) 1 Roll, insulated wire (stranded, 20 gauge) ACTIVITIES 1, 3 (MODEL; INQUIRY) 200 Washers, flat, 18mm (galvanized) ACTIVITY 1 (MODEL / INQUIRY) 110 Ni planchets, flat, 25mm ACTIVITY 2 (MODEL / INQUIRY) 110 Zn planchets, flat, 25mm ACTIVITY 2 (MODEL / INQUIRY) 10 Wire, 14 gage stranded (8-inch length) ACTIVITY 2 (INQUIRY) 1 Multimeter ACTIVITY 1, 2, 3 (MODEL / INQUIRY) 1 Pair, wire strippers ACTIVITY 1 (MODEL / INQUIRY); ACTIVITY 3 (MODEL) 10 Cups, plastic (4oz) ACTIVITIES 1 , 2 (MODEL / INQUIRY) MATERIALS 10 Cups, styrofoam ACTIVITY 3 (MODEL) 10 Lids, styrofoam ACTIVITY 3 (MODEL) 1 Vial, pH strips ACTIVITIES 1, 2 (MODEL / INQUIRY) 1. Kit Materials 10 Ruler, 6-inch (metric) ACTIVITY 1 (MODEL / INQUIRY); ACTIVITY 3 (MODEL) 1 Rod, Aluminum (Al) ACTIVITY 3 (MODEL) 2. Local Materials 1 Rod, Copper (Cu) ACTIVITY 3 (MODEL) 10 Resistors, 1,000 Ω ACTIVITY 3 (MODEL) 1 Bag, play sand ACTIVITY 3 (MODEL) 10 Zip-closure bags (small) ACTIVITY 1 (INQUIRY) 20 Alligator clips ACTIVITY 1 (MODEL / INQUIRY); ACTIVITY 3 (MODEL) 20 Wing nuts, galvanized ACTIVITY 3 (MODEL) 60 Aluminum mesh screen squares ACTIVITY 3 (MODEL) 100 Water color paper discs (20 mm) ACTIVITIES 1 (MODEL / INQUIRY) 100 Water color paper discs (25 mm) ACTIVITIES 2 (MODEL / INQUIRY)

2 KIT%MATERIALS%(CONT) LOCAL%MATERIALS

DVD-ROM Learning About Batteries & Electrochemistry Quantity Description ACTIVITY 1 Building a Pile Battery (Voltaic Cells) (MODEL / INQUIRY) 1 Bottle, lemon juice ACTIVITIES 1, 2 (MODEL; INQUIRY) ACTIVITY 2 Building a LED Light Battery (MODEL / INQUIRY) 1 Bottle, vinegar ACTIVITY 1 (INQUIRY) ACTIVITY 3 Building Earth & Microbe Batteries (MODEL / INQUIRY) 1 Potato ACTIVITY 1 (INQUIRY) GOING FURTHER 1 Pkg., table salt ACTIVITY 1 (INQUIRY) ACTIVITY 4 Working with Earth Batteries 1 Pkg., baking soda ACTIVITIES 1, 2 (INQUIRY) ACTIVITY 5 A Closer Look at Galvanic Corrosion 1 Tube, toothpaste ACTIVITIES 1, 2 (INQUIRY) ((ACTIVITY 6 (Working(with(Microbial(Fuel(Cells((MFCs) 1 Bottle, milk of magnesia ACTIVITIES 1, 2 (INQUIRY) 1 Bottle, TIDE detergent ACTIVITY 2 (INQUIRY) Teacher Guide PDF 1 Roll, aluminum foil (heavy duty) ACTIVITY 1 (INQUIRY) Student Guide PDF 10 Zip-closure bags (small) ACTIVITY 1 (INQUIRY) Glossary: Batteries PDF 1 Beaker, 500mL ACTIVITY 1 (MODEL / INQUIRY) Background Information: 1 Potato ACTIVITY 1 (INQUIRY) Learning About Batteries & Electrochemistry PDF 10 Pairs, scissors ACTIVITY 1 (MODEL; INQUIRY) PowerPoints: 1 Bottle, dishwashing detergent ACTIVITIES 1, 2 (MODEL; INQUIRY) Electrochemistry and Batteries PDF, PPT and video ACTIVITIES 1, 2, 3 200 Pennies ACTIVITY 1 (MODEL (100); INQUIRY) Measuring Electrical Quantities PDF, PPT and video, ACTIVITIES 1, 2, 3 50 Nickels ACTIVITY 1 (INQUIRY) Videos: 1 D cell ACTIVITY 1 (MODEL) DATA TABLE Setup in Excel (Data Table 2; ACTIVITY 1) MP4 10 Pencils (MODEL; INQUIRY); ACTIVITY 3 (MODEL) CONSTRUCTING A QURTER BATTERY ACTIVITY 2 MP4 10 Permanent markers ACTIVITY 1 (MODEL; INQUIRY); ACTIVITY 3 (MODEL) CHARTING DATA Setup in Excel (ACTIVITY 3, Data Table 2) MP4 1 Balance (readability to 0.1g) ACTIVITIES 1, 2 (MODEL; INQUIRY) NRL BENTHIC FUEL CELLS ACTIVITY 3 MP4 1 Roll, paper towels (or absorbent cloth) ACTIVITY 1 (MODEL; INQUIRY)

1 Awl ACTIVITY 3 (MODEL) Additional Content (folder): 1 Bucket, 5 gallon (with lid) ACTIVITY 6 (MODEL) Spreadsheets: ACTIVITY 3 (MODEL) ACTIVITY 1; Data Table 2 MODEL 1 Tablespoon ACTIVITY 1; Data Table 1 INQUIRY 1 Pliers, needle-nose ACTIVITY 2 (MODEL / INQUIRY) ACTIVITY 2; Data Table MODEL 1 Shovel (or spade) for field collection ACTIVITY 3 (MODEL) ACTIVITY 2; Data Table INQUIRY 1 Pair, boots (appropriate for wet conditions) for field collection ACTIVITY 3; Data Table 2 MODEL ACTIVITY 3 (MODEL) Worksheets: Building a Quarter Battery with LED Lamp PDF ACTIVITY 2 Galvanic Corrosion PDF ACTIVITY 5 Access to a computer, tablet, or iPad * Electrode Potentials ACTIVITIES 1, 2, 3 * Useful but not absolutely necessary Grid ACTIVITY 3

3 SECTION'2 CONCEPT%PRINCIPLES%/%KNOWLEDGE STEM(CorrelaAon((((((((((((((((((( • Using a multimeter? • Measuring: volts, milliamps; validate using Ohm’s Law • Calculating: electrical resistance, electrode potentials InformaAon • Evaluating battery performance Click,HERE,to"review"a"correla4on"of"this"kit"with"the" • SI Units (measurement units) Next"Genera4on"Science"Standards. • Unit conversion • Assembling electrical circuits SKILL%/%CONCEPT • Designing to specifications •"Experimental"/"Engineering"Design" • Constructing battery types • Inves4ga4ng • Electrochemistry Principles: REDOX reaction, electrode potentials • Energy"&"Ma8er • Galvanic Corrosion •"Scien4ﬁc"Method •"Measuring • Data"Analysis • Spreadsheet"Prepara4on •"Communica4on • Technology • Developing"&"Using"Models

Voltaic pile, 1805 4 COMMON%CORE%STANDARDS FRAMEWORK%for%K712%SCIENCE%EDUCATION

Matter & Energy In Organisms and Ecosystems ACTIVITY 3 SCIENCE & ENGINEERING PRACTICES MS-LS1-7 Develop a model to describe how food is rearranged through Planning & Carrying Out Investigations chemical reactions forming new molecules that support growth and/or re- Plan and conduct an investigation individually and collaboratively to pro- lease energy as this matter moves through an organism. duce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable meas- Chemical Reactions ACTIVITIES 1, 2, 3 GOING FUTHER ACTIVITIES urements and consider limitations on the precision of the data (e.g., num- MS-PS1-2 Analyze and interpret data on the properties of substances before ber of trials, cost, risk, time), and refine the design accordingly. (HS-PS2-5) and after the substances interact to determine if a chemical reaction has oc- curred. Analyzing & Interpreting Data MS-PS1-5 Develop and use a model to describe how the total number of at- • Analyze and interpret data to determine similarities and differences in find- oms does not change in a chemical reaction and thus mass is conserved. ings. (MS-PS1-2) MS-PS1-6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. • Analyze data using tools, technologies, and/or models (e.g., computa- HS-PS2-1 Analyze data to support the claim that Newton’s second law of mo- tional, mathematical) in order to make valid and reliable scientific claims or tion describes the mathematical relationship among the net force on a mac- determine an optimal design solution. (HS-PS2-1) roscopic object, its mass, and its acceleration. HS-PS1-2 Construct and revise an explanation for the outcome of a simple Developing and Using Models chemical reaction based on the outermost electron states of atoms, trends • Develop a model based on evidence to illustrate the relationships be- in the periodic table, and knowledge of the patterns of chemical properties. tween systems or between components of a system. (HS-PS1-4) HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the react- Scientific Knowledge is Based on Empirical Evidence ing particles on the rate at which a reaction occurs. • Science knowledge is based upon logical and conceptual connections be- HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation tween evidence and explanations. (MS-PS1-2) and Coulomb’s Law to describe and predict the gravitational and electro- static forces between objects. Science Models, Laws, Mechanisms, and Theories Explain Natural HS-PS1-7 Use mathematical representations to support the claim that atoms, Phenomena and therefore mass, are conserved during a chemical reaction. • Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-5) Forces & Interactions ACTIVITIES 1, 2, 3 GOING FUTHER ACTIVITIES HS-PS2-5 Plan and conduct an investigation to provide evidence that an elec- Constructing Explanations and Designing Solutions tric current can produce a magnetic field and that a changing magnetic • Undertake a design project, engaging in the design cycle, to construct field can produce an electric current. and/or implement a solution that meets specific design criteria and con- straints. (MS-PS1-6)

Using Mathematics and Computational Thinking • Use mathematical representations of phenomena to support claims. (HS- PS1-7)

5 FRAMEWORK%for%K712%SCIENCE%%(CONT)

Constructing Explanations and Designing Solutions • Chemical processes, their rates, and whether or not energy is stored or • Apply scientific principles and evidence to provide an explanation of released can be understood in terms of the collisions of molecules and phenomena and solve design problems, taking into account possible un- the rearrangements of atoms into new molecules, with consequent anticipated effects. (HS-PS1-5) changes in the sum of all bond energies in the set of molecules that are • Construct and revise an explanation based on valid and reliable evi- matched by changes in kinetic energy. (HS-PS1-4),(HS-PS1-5) dence obtained from a variety of sources (including students’ own investi- • In many situations, a dynamic and condition-dependent balance be- gations, models, theories, simulations, peer review) and the assumption tween a reaction and the reverse reaction determines the numbers of all that theories and laws that describe the natural world operate today as types of molecules present. (HS-PS1-6) they did in the past and will continue to do so in the future. (HS-PS1-2) •The fact that atoms are conserved, together with knowledge of the • Refine a solution to a complex real-world problem, based on scientific chemical properties of the elements involved, can be used to describe knowledge, student-generated sources of evidence (HS-PS1-2) and predict chemical reactions. (HS-PS1-2),(HS-PS1-7)

PS3.A: Definitions of Energy DISCIPLINARY CORE IDEAS • “Electrical energy” may mean energy stored in a battery or energy PS1.A: Structure and Properties of Matter transmitted by electric currents. (secondary to HS-PS2-5) • Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to ETS1.B: Developing Possible Solutions identify it. (MS-PS1-2) (Note: This Disciplinary Core Idea is also addressed • A solution needs to be tested, and then modified on the basis of the by MS-PS1-3.) test results, in order to improve it. (secondary to MS-PS1-6) • The periodic table orders elements horizontally by the number of pro- tons in the atom’s nucleus and places those with similar chemical proper- ETS1.C: Optimizing the Design Solution ties in columns. The repeating patterns of this table reflect patterns of • Although one design may not perform the best across all tests, identify- outer electron states. (HS-PS1-2) (Note: This Disciplinary Core Idea is also ing the characteristics of the design that performed the best in each test addressed by HS-PS1-1.) can provide useful information for the redesign process—that is, some of • A stable molecule has less energy than the same set of atoms sepa- the characteristics may be incorporated into the new design. (secondary rated; one must provide at least this energy in order to take the molecule to MS-PS1-6) apart. (HS-PS1-4) • The iterative process of testing the most promising solutions and modi- fying what is proposed on the basis of the test results leads to greater PS1.B: Chemical Reactions refinement and ultimately to an optimal solution. (secondary to MS-PS1-6) • Substances react chemically in characteristic ways. In a chemical proc- • Criteria may need to be broken down into simpler ones that can be ap- ess, the atoms that make up the original substances are regrouped into proached systematically, and decisions about the priority of certain crite- different molecules, and these new substances have different properties ria over others (trade-offs) may be needed. (secondary to HS-PS1-6) from those of the reactants. (MS-PS1-2),(MS-PS1-5) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.) • The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) • Some chemical reactions release energy, others store energy. (MS-PS1-6)

6 DISCIPLINARY%IDEAS%%(CONT) PS3.D: Energy in Chemical Processes and Everyday Life • The chemical reaction by which plants produce complex food mole- LS1.C: Organization for Matter and Energy Flow in Organisms cules (sugars) requires an energy input (i.e., from sunlight) to occur. In this • Plants, algae (including phytoplankton), and many microorganisms use reaction, carbon dioxide and water combine to form carbon-based or- the energy from light to make sugars (food) from carbon dioxide from the ganic molecules and release oxygen. (secondary to MS-LS1-6) atmosphere and water through the process of photosynthesis, which also • Cellular respiration in plants and animals involve chemical reactions releases oxygen. These sugars can be used immediately or stored for with oxygen that release stored energy. In these processes, complex growth or later use. (MS-LS1-6) molecules containing carbon react with oxygen to produce carbon diox- • Within individual organisms, food moves through a series of chemical ide and other materials. (secondary to MS-LS1-7) reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7) CROSSCUTTING CONCEPTS Patterns LS2.A: Interdependent Relationships in Ecosystems • Different patterns may be observed at each of the scales at which a sys- • Organisms, and populations of organisms, are dependent on their envi- tem is studied and can provide evidence for causality in explanations of ronmental interactions both with other living things and with nonliving phenomena. (HS-PS2-4) factors. (MS-LS2-1) • In any ecosystem, organisms and populations with similar requirements Cause and Effect for food, water, oxygen, or other resources may compete with each other • Empirical evidence is required to differentiate between cause and corre- for limited resources, access to which consequently constrains their lation and make claims about specific causes and effects. (HS-PS2-1), growth and reproduction. (MS-LS2-1) HS-PS2-5) • Growth of organisms and population increases are limited by access to • Systems can be designed to cause a desired effect. (HS-PS2-3) resources. (MS-LS2-1) Systems and System Models LS2.B: Cycle of Matter and Energy Transfer in Ecosystems • When investigating or describing a system, the boundaries and initial • Food webs are models that demonstrate how matter and energy is conditions of the system need to be defined. (HS-PS2-2) transferred between producers, consumers, and decomposers as the • Models (e.g., physical, mathematical, computer models) can be used to three groups interact within an ecosystem. Transfers of matter into and simulate systems and interactions—including energy, matter, and informa- out of the physical environment occur at every level. Decomposers recy- tion flows—within and between systems at different scales. (HS-LS2-5) cle nutrients from dead plant or animal matter back to the soil in terres- trial environments or to the water in aquatic environments. The atoms Energy and Matter that make up the organisms in an ecosystem are cycled repeatedly be- • Matter is conserved because atoms are conserved in physical and tween the living and nonliving parts of the ecosystem. (MS-LS2-3) chemical processes. (MS-PS1-5) • The transfer of energy can be tracked as energy flows through a de- LS2.C: Ecosystem Dynamics, Functioning, and Resilience signed or natural system. (MS-PS1-6) • Ecosystems are dynamic in nature; their characteristics can vary over • Changes of energy and matter in a system can be described in terms of time. Disruptions to any physical or biological component of an ecosys- energy and matter flows into, out of, and within that system. (HS-LS1-5), tem can lead to shifts in all its populations. (MS-LS2-4) (HS-LS1-6)

7 CROSSCUTTING%CONCEPTS%%(CONT) • Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems.(HS-LS1-7),(HS-LS2-4) • Energy drives the cycling of matter within and between systems. (HS-LS2-3)

Structure and Function • Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS-PS1-3)

COMMON CORE STATE STANDARDS CONNECTIONS:

ELA/Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (MS-PS1-3) RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6) RST.6-8.7 Integrate 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). (MS-PS1-1),(MS-PS1-4) WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generat- ing additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6) WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2),(HS-PS1-5)

Mathematics MP.2 Reason abstractly and quantitatively. (MS-PS1-1) MP.4 Model with mathematics. (MS-PS1-5)

8 SECTION 3 TEACHING%STRATEGY1%&%TIMELINES

These activities allow students to … EXPERIMENTAL DESIGN • Construct voltaic cells (pile batteries; foil batteries) ACTIVITIES 1, 2 • Construct microbial fuel cells (MFC’s) ACTIVITY 3 CONSIDERATIONS • Measure electrical quantities ACTIVITIES 1, 2, 3 • Learn about electrical circuits ACTIVITIES 1, 2, 3 LAB OVERVIEW & LEARNING OBJECTIVES • Learn SI units: coulomb (C), joule (J), lumen (lu) ACTIVITIES 1, 2 • Understand REDOX equations / reactions ACTIVITY 1

In these guided and open investigations, students are • Learn how to calculate potentials in half reactions ACTIVITIES 1, 2 introduced to the principles of electrochemical (REDOX) • Learn about energy densities ACTIVITIES 1, 2 reactions, battery types and construction, electrode po- • Learn about the history of battery types ACTIVITY 1 tentials of metals, calculating potentials in half- • Learn about electrical lamps (lamp types) ACTIVITIES 1, 2 reactions, battery capacity and energy density, earth • Apply building experience to design batteries that meet a design goal batteries and microbial fuel cells (MFCs). Students use ACTIVITIES 1, 2, 3, GOING FURTHER information gained in MODEL investigations to design battery systems that meet stated specifications and power requirements. ACTIVITY 1 Building a Pile Battery Voltaic Cell (INTRODUCTORY / INTERMEDIATE) In this guided MODEL investigation, your students will review • Learn to use a multimeter to measure electrical quantities and practice using a multimeter to measure electrical quantities; validate their measurements using Ohm’s Law; con- • Learn about different battery types struct a pile battery and evaluate its energy characteristics, • Learn about REDOX reactions and electrode potentials comparing it to a commercial D cell. Student groups will • Constructing working batteries that meet stated specifications then team up to construct an appropriate circuit that will • Evaluating battery performance (power outputs) produce enough current to light an LED lamp.

1 Conﬁrmation - known science content principles are confirmed by students through experimental action; Structured - students investigate a teacher-presented question through a prescribed procedure; Guided - students investigate a teacher-presented question using student designed/selected procedures; Open - students investigate topic-related questions that are formulated through student-designed/ selected procedures. Herron, M.D. (1971). The nature of scientific inquiry, School Review, 79(2), 171–212.

9 ACTIVITY 1 (CONT.) ACTIVITY 3 ,,Building Earth & Microbial Batteries (INTRODUCTORY) Designing the Better Pile Battery In this guided MODEL investigation, your students will: (INTERMEDIATE / ADVANCED) • Set up an “earth battery” and record voltage readings In the INDEPENDENT INQUIRY investigation (OPEN INQUIRY), your under different soil types and conditions. students use their initial pile battery-building experience • Student groups use aerated soils – from various to design, build, and test battery designs and evaluate sources (source of Shewanella spp.) as an electrolyte in how they meet minimal performance specifications of a de- constructing a microbial fuel cell (MFC). They construct a sign goal. Students must choose: metals, electrolyte, sepa- microbe battery and evaluate its energy characteristics rator material, and battery shape. over time (about 1+ month).

MODEL Investigations (15 minutes / 45 minutes) MODEL Investigation (45 minutes) INDEPENDENT Investigation (45 minutes) GOING FURTHER ""ACTIVITY(4("Working With Earth Batteries (INTRODUCTORY) - Improving Electrode Design ACTIVITY 2 ,,Building(a(LED(Light(Ba/ery,,,(INTRODUCTORY), Students use suggestions in designing alternative earth In this guided MODEL investigation, your students will: electrode designs based on increased surface area. • Using a photo as a guide, students construct a similar pile battery using an acid electrolyte to illuminate a LED - Improving Earth as an Electrolyte lamp. Students place earth battery electrodes in different com- binations (series / parallel), and in different soil condi- ,,Designing(an(Alkaline(LED(Light(Ba/ery,(INTRODUCTORY), tions (marsh, sand, loam, fertilized, high salt content In this guided INDEPENDENT INQUIRY investigation, your stu- etc.) to optimize voltage output. Students also investi- dents will: gate the use of diatomaceous earth as an electrolyte. • In this open INQUIRY investigation, students will use their initial LED light battery-building experience to de- OPEN Investigations (45 minutes; multiple classes) sign, build, test, and compare the power output and energy density of an alkaline version of a LED light battery at the same voltage. ""ACTIVITY(5""A Closer Look at Corrosion " (ADVANCED) - Interpreting Experimental Results Students interpret a photograph of experimental results MODEL Investigations (15 minutes / 45 minutes) involving galvanic corrosion - Solid copper wire was INQUIRY Investigations (15 minutes / 45 minutes) wrapped around the center area of an iron nail.

OPEN Investigations (45 minutes; multiple classes)

10 GOING(FURTHER((CONT.) EXPERIMENTAL DESIGN CONSIDERATIONS , ACTIVITY 6 Microbial Fuel Cell Size & Performance (INTERMEDIATE / ADVANCED) THE MODEL EXPERIMENT - Use 5-gallon pails as MFC Containers Each activity showcases a GUIDED model experiment whose intent is Students use a current (US Navy) version and simple to provide students experience in constructing, measuring energy MFC construction tip videos as guides to upgraded de- performance, and evaluating voltaic (ACTIVITY 1), constructing a pile signs! battery to illuminate a LED (ACTIVITY 2), and building microbial fuel cells (ACTIVITY 3). OPEN Investigation (multiple classes; 1-2 months)

INDEPENDENT INQUIRY PATHS

After completing the model experiment, students engage in OPEN inquiry-driven independent investigations that:

• Use their initial pile battery-building experience to design, build, and test battery and electrolyte designs and evaluate how they meet minimal performance specifications of a design goal. • ACTIVITIES 1, 2 and GOING FURTHER

Foil battery (Al-Cu) consisting of two cells.

11 KEEPING a LABORATORY NOTEBOOK PROBEWARE%(Data7Logging) Measurement is one of the basic sci- Scientific inquiry will help your students develop skills in communica- ence process skills. Electronic data col- tion, teamwork, critical thinking, and commitment to lifelong learn- lection tools can not only help with ing. These investigations can help foster these skills. measurement, but facilitate develop- ment of the integrated science process Remind students that an important part of becoming a scientist is to skills of interpreting data and inde- learn to keep clear, concise, and accurate laboratory notes. At the pendent inquiry. conclusion of the independent investigations, you might want to have students create mini-posters that showcase the results of their Probeware is the general term used for investigations. An organized lab notebook should demonstrate origi- probes and software that can be used nality and reflection while serving as a record of student work. with microprocessors (computer, tab- lets, iPads etc.) to make and collect scientific measurements. The probes con- sist of transducers, which are devices Figure 1 Field Data collecting. A Laboratory Notebook should contain: that convert physical quantities into LogIT (data logging probeware) dissolved oxygen probe allows • Work group members electrical quantities. For example, a field data capture for later upload- transducer called a thermistor changes • Primary question (stated problem) for investigation ing to computer of tablet device. • Background observations and contextual information electrical resistance as temperature CREDIT: LogIt, DCP Microdevelopments Ltd. • Hypothesis and rationale for the investigation changes. Because the specific charac- • Notes on Procedure / Experimental Design — strategies for test- teristics of the transducer are known, ing hypothesis, using appropriate controls and variables these devices can be calibrated so that • Materials required micro-processors can convert the meas- • Safety issues (or specific cautions) ured electrical quantities into meaning- • Procedure in sufficient detail so that another student group could ful data that can be stored, and ex- replicate team results ported to various spreadsheet pro- • Results, including graphs, tables, drawings or diagrams, statistical grams to be further analyzed. analysis, and a record of digital file(s) location • Conclusion and discussion — Was the hypothesis supported? What additional questions remain for further investigation? • Citations for sources found through library or web research

http://learningcenter.nsta.org/

12 SPECIAL NOTE

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,,,,,,3.,,Click,on,PDF,area,and,begin,typing,(circle).,Save,and,email,to,you.,

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13 SECTION 4 ACTIVITY 1 ✓ Batteries and battery types Getting Ready ... ✓ Pile battery construction ✓ (SI units): coulomb (C), joule (J), lumen (lu) ✓ Ohms Law ✓ Measuring electrical quantities ✓ Electrochemical cell (e.g. “battery”) ✓ Energy-transfer (electrochemical) reaction (REDOX) ✓ Electrodes (anode / cathode) ✓ Electron carrier (electrolyte) GETTING READY ... ✓ Electrical current (ampere) Prior,to,beginning,the,model,experiment,,your,students, ✓ Electrical potential difference (voltage) should, read, through,, or, view, the, BACKGROUND" ✓ Calculating potentials (theoretical voltage) INFORMATION,, ( L e a r n i n g( A b o u t( B a ;e r i e s( &( ✓ Choosing a circuit path – parallel or series Electrochemistry),as,well,as,the,POWERPOINT,presentaOon, ✓ Dry cell construction (Electrochemistry( &( Ba;eries), to, review, and, ✓ How an LED differs from an incandescent lamp understand:,electrochemical(cells,(cell(potenBals,( REDOX( ✓ Determining energy density and power reacBons,( calculaBng( potenBals( in( half( reacBons,( SI( units,( ba;ery( types,( ba;ery( capacity,( energy( density,( circuits,( electrical( power,( lamp( technology,( and( ACTIVITY 2 measuring(electrical(quanBBes. ✓ How a commercial 9V battery is constructed ✓ Calculate theoretical voltage ✓ Battery design ✓ Electrolyte comparison: acid vs. alakline ✓ LED lamps

14 ACTIVITY 3 ✓ Earth battery ✓ Electrode type and surfaced area ✓ Iron cycle ✓ Telluric currents ✓ Microbial Fuel Cell (MFC)

GOING FURTHER - ACTIVITY 4: Working with Earth Batteries ✓ Electrode surface area ✓ Electrode materials and design ✓ Earth as an electrolyte

GOING FURTHER - ACTIVITY 5: A Closer Look at Galvanic Corrosion ✓ Analysis of experimental results ✓ Corrosion half reactions

GOING FURTHER - ACTIVITY 6: Designing a MFC Generator ✓ Iron cycle ✓ Telluric currents ✓ Microbial Fuel Cell (MFC)

ACTIVITY 3 US Nay’s microbial fuel cell (MFC) - powered sensor array.

CREDIT: US Navy, National Research Laboratory 15