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Chemistry in Italy During Late 18Th and 19Th Centuries
CHEMISTRY IN ITALY DURING LATE 18TH AND 19TH CENTURIES Ignazio Renato Bellobono, CSci, CChem, FRSC LASA, Department of Physics, University of Milan. e-mail add ress : i.bell obon o@ti scali.it LASA, Dept.Dept. ofPhysics, Physics, University of Milan The birth of Electrochemistry Luigi Galvani, Alessandro Volta, and Luigi Valentino Brugnatelli From Chemistry to Radiochemistry The birth of Chemistry and Periodic Table Amedeo Avogadro and Stanislao Cannizzaro Contributions to Organic Chemistry LASA, Dept.Dept. ofPhysics, Physics, University of Milan 1737 At the Faculty of Medicine of the Bologna University, the first chair of Chemistry is establishedestablished,,andandassigned to Jacopo Bartolomeo BECCARI (1692-1766). He studied phosphorescence and the action of light on silver halides 1776 In some marshes of the Lago Maggiore, near AngeraAngera,, Alessandro VOLTA ((17451745--18271827),),hi gh school teacher of physics in Como, individuates a flammable gas, which he calls aria infiammabile. Methane is thus discovereddiscovered.. Two years laterlater,,heheis assignedassigned,,asas professor of experimental phihysicscs,,toto the UiUniversi ty of PiPavia LASA, DtDept. of PhPhys icscs,, University of Milan 1778 In aletter a letter to Horace Bénédict de Saussure, aaSwissSwiss naturalist, VOLTA introduces, beneath that of electrical capacitycapacity,, the fundamental concept of tensione elettrica (electrical tension), exactly the name that CITCE recommended for the difference of potential in an electrochemical cell. 17901790--17911791 VOLTA anticipatesanticipates,,bybyabout 10 yearsyears,,thethe GAYGAY--LUSSACLUSSAC linear de ppyendency of gas volume on tem pp,erature, at constant pressurepressure,,andandafew a fewyears later ((17951795)) anticipatesanticipates,,byby about 6years 6 years,,thethe soso--calledcalled John Dalton’s rules ((18011801))ononvapour pressure LASA, Dept.Dept. -
ECS Classics: Weston, the Weston Cell, and the Volt
ClassicsECS Weston, the Weston Cell, and the Volt by Petr Vanýsek he measurement of electromotive force, potential, or voltage Sharing much of the same enthusiasm as Acheson (ECS Classics, difference has been central to measurements ever since the Interface, 26(1) 36-39), Edison, or Swann (ECS Classics, Interface, Tconcept of potential in electricity was first understood. The 23(4) 38-40), Weston was also interested in lighting equipment. His definition of the volt changed a few times throughout the course of company, among others, won the contract to illuminate the new history and at one point it was even based on electrochemistry, on Brooklyn Bridge. His carbon based light bulb filament made from the so-called Clark cell. The international volt was defined in 1893 Tamidine (reduced nitrocellulose) was used until tungsten was as 1/1.434 electromotive force of the Clark cell. This definition lasted introduced. until 1908. The Clark cells used zinc or zinc amalgam for the anode and Weston was, since his first introduction to electrochemistry in mercury in a saturated aqueous solution of zinc sulfate for a cathode, electroplating, well aware of the need to reliably measure electrical with a paste of mercurous sulfate as a depolarizer. The cell design parameters. Because of this interest, in 1887 he established a had a drawback in a rather significant temperature coefficient and also laboratory making devices for measuring electrical parameters. In the suffered corrosion problems, which were caused by platinum wires process he developed two important alloys, constantan and manganin, that were alloying with the zinc amalgam in the glass envelope. -
Alessandro Volta and the Discovery of the Battery
1 Primary Source 12.2 VOLTA AND THE DISCOVERY OF THE BATTERY1 Alessandro Volta (1745–1827) was born in the Duchy of Milan in a town called Como. He was raised as a Catholic and remained so throughout his life. Volta became a professor of physics in Como, and soon took a significant interest in electricity. First, he began to work with the chemistry of gases, during which he discovered methane gas. He then studied electrical capacitance, as well as derived new ways of studying both electrical potential and charge. Most famously, Volta discovered what he termed a Voltaic pile, which was the first electrical battery that could continuously provide electrical current to a circuit. Needless to say, Volta’s discovery had a major impact in science and technology. In light of his contribution to the study of electrical capacitance and discovery of the battery, the electrical potential difference, voltage, and the unit of electric potential, the volt, were named in honor of him. The following passage is excerpted from an essay, written in French, “On the Electricity Excited by the Mere Contact of Conducting Substances of Different Kinds,” which Volta sent in 1800 to the President of the Royal Society in London, Joseph Banks, in hope of its publication. The essay, described how to construct a battery, a source of steady electrical current, which paved the way toward the “electric age.” At this time, Volta was working as a professor at the University of Pavia. For the excerpt online, click here. The chief of these results, and which comprehends nearly all the others, is the construction of an apparatus which resembles in its effects viz. -
A3 Lemon Batteries and Other Batteries – Electricity from Chemical Energy Answer Sheet
A3 Lemon batteries and other batteries – Electricity from chemical energy Answer sheet A3 Lemon batteries and other batteries – Electricity from chemical energy Note: This answer sheet will go into the analyses for the individual subexperiments only if experi- ence shows that there could be particular difficulties. 1 How well does the “fruit and vegetable battery” work? 1.6 Questions What do you think: Does the electricity really come from the lemon, or what is the real source? Answer: A reasonable answer would be: I can decide that only if I test different fruits and vegetables. If the effect is the same for different fruits and vegetables, the electricity must come from the metals that are inserted into the fruit or vegetable as electrodes, or perhaps also from a common property of the fruits or vegetables. 2 The “lemon battery”: What role does each element play? 2.5 Analysis Check your results. List the three metals used in the experiment in a logical order according to the measured voltages. Start with copper at the left as the noble metal. What does the voltage value of a battery basically seem to depend on? Note: It depends on the different (!) metals that are used. 2.6 Questions a) What does the experiment have to do with the electrochemical voltage series of metals? Answer: The greater the difference between the two electrode metals in the electro- chemical voltage series, that is, the less noble the metal of the one electrode is com- pared to the other electrode, the better the corresponding battery will work. -
The Silver Voltameter—Part Iv
.. 1 THE SILVER VOLTAMETER—PART IV THIRD SERIES OF QUANTITATIVE EXPERIMENTS AND SPECIAL INVESTIGATIONS By E. B. Rosa, G. W. Vinal, and A. S. McDanlel CONTENTS Page I. Introduction 476 II. DETERMINATION OP VOLTAGE OF THE WESTON NoRMAIv Cei.I< 477 A. Basis of reference for current and voltage measurements 478 1. Weston normal cells 478 2. Resistances 478 B. Meaning of the term " International volts" 478 C. Voltameters and materials 479 D. Tables of results 481 1. Corrections for acid present 482 2. Resultsof the porous pot and Smith's new-form voltameters. 485 3. Results of other forms of voltameters 492 4. Miscellaneous results 493 III. Speciai, Investigations 497 A. On the agreement of various forms 497 1 Comparative results 497 2 Possible explanations of observed differences 498 B. On the accuracy of the measurements. 501 C. Reliability of iodeosine as an indicator 502 D. Effect of acid 503 1 Effect on impure solutions 503 2 Nature of the action of acid 505 E. Influence of septa other than filter paper 508 1. Silk 508 2 Poroiis pots 510 3. Electrostenolysis 514 F. Purity of the silver deposit 516 1. Constancy of any error due to inclusions 516 2. Previous determinations of inclusions 517 3. Experiments on inclusions 519 (a) Detection of silver nitrate 519 (b) Estimation of included water and volatile material 52 (c) Estimation of organic material 522 (d) Titration of silver deposits 523 (e) Conclusion 523 475 476 Bulletin of the Bureau of Standards {Voi.io III. SpeciaIv Investigations—Continued. Page, G. Reversibility of the silver voltameter 523 H. -
Lemon Battery 1-408-294-8324 Lab Related Activity: Simplicity of Electricity Thetech.Org
201 S. Market St. San Jose CA. 95113 Lemon Battery 1-408-294-8324 Lab Related Activity: Simplicity of Electricity thetech.org This activity is meant to extend your students’ knowledge of the topics covered in our Simplicity of Electricity lab. Through this activity, your students will create a simplified version of the batteries used in everyday electronics. Grade Levels: 4-8 (this activity is meant to be done in groups of 4-5 students) Estimated Time: 30-45 minutes Student Outcomes: 1. Students will be able to create a simple battery to power a light bulb. Next Generation Science Standards Common Core ELA Standards Physical Sciences: Grades 4-5: Writing W.7; W.8 Grade 4: 4-PS3-2, 4-PS3-4; Grade 5: 5-PS1-3 Grade 4: Speaking and Listening 4.SL.1b-d Engineering and Design: Grade 5: Speaking and Listening 5.SL.1b-d Grades 3-5: 3-5-ETS1-3; Grades 6-8: MS-ETS1-1-4 Grades 6-8: Writing W.7; Speaking and Listening SL.1b-e California State Science Standards Physical Sciences: Grade 4: 4.1.g; Grade 5: 5.1.c; Grade 8: 8.7.c Investigation and Experimentation: Grade 4: 4.6.a, c, d; Grade 5: 5.6.b, c, i; Grade 6: 6.7.a, d, e; Grade 7: 7.7.c- e; Grade 8: 8.9.a Vocabulary: Familiarity with these terms and concepts will enhance students’ experience in the activity. Conductor: a material that allows electricity to flow through it easily. Insulator: a material that does not allow electricity to flow through it easily Electricity: (from Greek, meaning “amber”) phenomena resulting from the presence and flow of electric charge; includes: lightning, static electricity, electromagnetic field, and electromagnetic induction. -
Technical Report 91-39
TECHNICAL REPORT 91-39 The reductibility of sulphuric acid and sulphate in aqueous solution (translated from German) Rolf Grauer Paul Scherrer Institute, Switzerland July 1990 SVENSK KARNBRANSLEHANTERING AB SWEDISH NUCLEAR FUEL AND WASTE MANAGEMENT CO BOX 5864 S-102 48 STOCKHOLM TEL 08-665 28 00 TELEX 13108 SKB S TELEFAX 08-661 5719 THE REDUCIBILITY OF SULPHURIC ACID AND SULPHATE IN AQUEOUS SOLUTION (TRANSLATED FROM GERMAN) Rolf Grauer Paul Scherrer Institute, Switzerland July 1990 This report concerns a study which was conducted for SKB. The conclusions and viewpoints presented in the report are those of the author(s) and do not necessarily coincide with those of the client. Information on SKB technical reports from 1977-1978 (TR 121), 1979 (TR 79-28), 1980 (TR 80-26), 1981 (TR 81-17), 1982 (TR 82-28), 1983 (TR 83-77), 1984 (TR 85-01), 1985 (TR 85-20), 1986 (TR 86-31), 1987 (TR 87-33), 1988 (TR 88-32), 1989 (TR 89-40) and 1990 (TR 90-46) is available through SKB. Translation from German THE REDUCIBILITY OF SULPHURIC ACID AND SULPHATE IN AQUEOUS SOLUTION (fiber die Reduzierbarkeit von Schwefelsaure und Sulfat ir. wäBriger Lösung) by Rolf Grauer Paul Scherrer Institute July 1990 SUMMARY 1 1. INTRODUCTION 3 2. STATEMENT OF THE PROBLEM AND THE STRATEGY FOR SOLVING IT 4 3. THERMODYNAMICS OF CORROSION BY SULPHATE 5 4. GEOCHEMICAL INFORMATION ABOUT THE REDOX STABILITY OF SULPHATE 7 5. EXPERIMENTS ON THE REDUCTIBILITY OF SULPHURIC ACID AND SULPHATE 8 5.1 Hydrothermal experiments 8 5.2 The oxidising action of sulphuric acid on metals 9 5.3 Experiments on the cathodic reduction of sulphuric acid and sulphate 9 5.4 Polarographic investigations of the cathodic behaviour of sulphuric acid 10 6. -
On Manganese (IV) Oxide (Mno2) in a Leclanche Dry Cell
Available online a t www.pelagiaresearchlibrary.com Pelagia Research Library Der Chemica Sinica, 2012, 3(1):182-191 ISSN: 0976-8505 CODEN (USA) CSHIA5 2+ Adsorption of zinc ion (Zn ) on manganese (IV) oxide (MnO 2) in a leclanche dry cell Adejoh Adu Zakariah* and Aloko Duncan Folorunsho Department of Chemical Engineering, University of Abuja, Nigeria _____________________________________________________________________________________________ ABSTRACT This work was carried out to study the adsorption of zinc nitrate (Zn(NO 3)2) on manganese (IV) oxide (MnO 2) in a leclanche dry cell. The aim of the study is to optimize the process for the adsorption of zinc ion on MnO 2 in a leclanche dry cell using a second order factorial method. Potentiometric titration method was the adsorption method used. Considering the temperature effect on electric surface charge, pH respond during titration, concentration effect on adsorption and surface charge and the nature of cation, results obtain show that adsorption is inversely proportional to temperature, in other words, as temperature of cation increases, the adsorption capacity on MnO 2 decreases at a given concentration. Also at a given temperature adsorption capacity increases as the concentration of the adsorbent increases. The highest adsorption capacity was observed at 0.1M for Zn 2+ at 28 oC . Key words : Adsorption, zinc nitrate (Zn(NO 3)2), manganese (IV) oxide, potentiometric, concentration, adsorbent. _____________________________________________________________________________________________ INTRODUCTION An electrochemical cell is a device designed to produce electrical energy as the primary output product with the cell itself undergoing a chemical transformation (reaction). Conversely, in cell some chemical reaction can be made to occur through ionic mechanism by passing electric energy into the cell (as a form of secondary input). -
Lithium Batteries
Batteries General planning of the „Lithium Batteries” lab for the European Master 2007/8 Warsaw University of Technology, Departament of Inorganic Chemistry and Solid State Technology, Dr Marek Marcinek Objectives: Students will: follow the development of primary and secondary lithium batteries become familiar with different types of batteries explore the applications of batteries study the major components of lithium (ion) cells learn which batteries can be recycled realize the economic and environmental advantages of using rechargeable batteries Needs: Room with avialiables 2 desks and 2 computers or Multimedia Projector Potentiostat/galvanostat with galvanic cycle mode. Suplementary materials needed for: Building the simple battery (included Volta cell) Daniell cell Leclanche Cell Commercially available variety of Li-bat (also disassembled in a controlled mode) BDS software Safety issues: Safety rules Read directions carefully before you begin any experiments. Clear an area to work. Wash your hands thoroughly after experimenting Do always wear eye protection Keep all chemicals away from your eyes and mouth Do not eat and drink in your experiment area Put all pieces of equipment away when finished using them General First aid information Indicate the person who should IMMIDIATELLY inform the teacher and ask the other person to help you out if needed. Eyes: rinse immediately with water. Remove contact lenses if wearing any. Flush eyes with water for 15 min Swallowed: Rinse mouth Drink glass full of water or milk. DO NOT INDUCE VOMITING SKIN: Flush skin thoroughly with water. In all cases, get immediate medical attention if an emergency exists. Bring the chemical container with you. 1 Materials given to students/preparation: Exemplary 5 scientific papers (or any material found related to the Battery Performance, Design, Safety, Application) for individual preparation. -
A Worldview in Practice: Cross-Disciplinary Propose for Textbooks and Course Materials
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 10, Issue 1, March 2019 A Worldview in Practice: Cross-Disciplinary Propose for Textbooks and Course Materials Noemih Sá Oliveira, Susan Bruna Carneiro Aragão Sistema Mackenzie de Ensino – Mackenzie Presbyterian Institute Brazil Abstract This paper presents a case study about the founded, in São Paulo, the American School. The development of a cross-disciplinary propose for pre- foundation of the new school represented a turning primary, primary and secondary private school point in Brazil. The school introduced a series of textbooks and course materials based on a Judeo- pioneering and innovative pedagogical and social Christian educational worldview. A private Brazilian practices. Among them, the end of racial system of education, Sistema Mackenzie de Ensino discrimination in admissions (legally authorized by (SME), located in São Paulo-Brazil, developed this the government until then), the creation of mixed proposal. SME is reasoned in a worldview, which gender classes and the abolition of physical considers ontology precedes epistemology to try to punishments [1]. Throughout its existence, it has reach a more integrated perception, comprehension, implemented courses with the objective of covering and reflection of the study object. A cross- new areas of knowledge and accompanying the disciplinary team of teachers gathered to elaborate a evolution of society with intense participation in the critical basis for producing and reviewing the community. Mackenzie Presbyterian Institute (MPU) textbooks and course materials. This rational basis has become recognized by tradition, pioneering and considered the guidelines of the National Brazilian innovation in education, which enabled it to reach Curriculum Parameters and academic researches. -
The Metallic World
UNIT 11 The Metallic World Unit Overview This unit provides an overview of both electrochemistry and basic transition metal chemistry. Oxidation-reduction reactions, also known as redox reactions, drive electrochemistry. In redox reactions, one compound gains electrons (reduction) while another one loses electrons (oxidation). The spontaneous directions of redox reactions can generate electrical current. The relative reactivities of substances toward oxidation or reduction can promote or prevent processes from happening. In addition, redox reactions can be forced to run in their non-spontaneous direction in order to purify a sample, re-set a system, such as in a rechargeable battery, or deposit a coating of another substance on a surface. The unit also explores transition metal chemistry, both in comparison to principles of main-group chemistry (e.g., the octet rule) and through various examples of inorganic and bioinorganic compounds. Learning Objectives and Applicable Standards Participants will be able to: 1. Describe the difference between spontaneous and nonspontaneous redox processes in terms of both cell EMF (electromotive force) and DG. 2. Recognize everyday applications of spontaneous redox processes as well as applications that depend on the forcing of a process to run in the non-spontaneous direction. 3. Understand the basics of physiological redox processes, and recognize some of the en- zymes that facilitate electron transfer. 4. Compare basic transition-metal chemistry to main-group chemistry in terms of how ions are formed and the different types of bonding in metal complexes. Key Concepts and People 1. Redox Reactions: Redox reactions can be analyzed systematically for how many electrons are transferred, whether or not the reaction happens spontaneously, and how much energy can be transferred or is required in the process. -
Battery Technologies for Small Scale Embeded Generation
Battery Technologies for Small Scale Embedded Generation. by Norman Jackson, South African Energy Storage Association (SAESA) Content Provider – Wikipedia et al Small Scale Embedded Generation - SSEG • SSEG is very much a local South African term for Distributed Generation under 10 Mega Watt. Internationally they refer to: Distributed generation, also distributed energy, on-site generation (OSG) or district/decentralized energy It is electrical generation and storage performed by a variety of small, grid- connected devices referred to as distributed energy resources (DER) Types of Energy storage: • Fossil fuel storage • Thermal • Electrochemical • Mechanical • Brick storage heater • Compressed air energy storage • Cryogenic energy storage (Battery Energy • Fireless locomotive • Liquid nitrogen engine Storage System, • Flywheel energy storage • Eutectic system BESS) • Gravitational potential energy • Ice storage air conditioning • Hydraulic accumulator • Molten salt storage • Flow battery • Pumped-storage • Phase-change material • Rechargeable hydroelectricity • Seasonal thermal energy battery • Electrical, electromagnetic storage • Capacitor • Solar pond • UltraBattery • Supercapacitor • Steam accumulator • Superconducting magnetic • Thermal energy energy storage (SMES, also storage (general) superconducting storage coil) • Chemical • Biological • Biofuels • Glycogen • Hydrated salts • Starch • Hydrogen storage • Hydrogen peroxide • Power to gas • Vanadium pentoxide History of the battery This was a stack of copper and zinc Italian plates,