from ore

30-B1.2sts explainthattechnological problemsoften require multiplesolutions that involve different designs,materials

and

processesandthathaveboth intendedand unintended consequences (ST3)

[ICT

F3-4.1]

• analyze redoxreactionsusedin industry

and

commerce, suchaspulp

and

paper, textiles, watertreatment

and food

processing.

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewrittenin italicsand do notformpart ofthe required

program

butareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

General Outcome

1

Studentswillexplainthenatureofoxidation-reductionreactions.

Specific

Outcomes

forSkills (Scienceand

Technology

Emphasis)

Initiatingand Planning

Studentswill:

30-B

1.Is formulate questions about observedrelationshipsand plan investigationsofquestions, ideas, problems

and

issues

• designan experimentto determinethe reactivity

of

variousmetals

(IP-NS1, IP-NS2, IP-NS3) [ICT

C6-4.5]

• describeprocedures for thesafehandling, storage

and

disposalofmaterials used inthe laboratory,with referenceto

WHMIS

and

consumer

product labellinginformation (IP-ST3).

Performing

and

Recording Students will:

30-B

1.2s conductinvestigations into relationships

among

observable variables

and

use abroadrange oftools

and

techniquestogather

and

record data

and

information

• selectandcorrectlyusethe appropriate

equipment

toperformaredoxtitration

experiment

(PR-NS2, PR-NS3) [ICT

C6-4.5,

F

1-4.2]

• use a standard reductionpotential table as atool

when

considering the spontaneityof redoxreactions andtheirproducts

(PR-ST3)

• createcharts, tablesorspreadsheets thatpresentthe results

of

redox experiments

(PR-NS4)[ICTP2-4.1].

J Analyzing

and

Interpreting

Studentswill:

30-B

¹.3s analyze data

and

apply mathematical

and

conceptual

models

todevelop

and

assess possible solutions

• evaluate datafrom an experimenttoderive a simple reductiontable

(AI-ST3, AI-NS4)

• interpretpatterns

and

trendsindata derived

from

redoxreactions

(A1-NS2) [ICT

C7-4.2]

• identify the limitations

of

^{datacollected}

from

redox experiments

(A1-NS4).

Communication

and

Teamwork

Students will:

30-B

1.4s

work

collaborativelyinaddressing problems

and

applythe skills

and

conventions

of

science in

communicating

information

and

ideas and in assessingresults

• selectanduse appropriate numeric, symbolic, graphical

and

linguistic

modes

of representationto

communicate

equationsforredoxreactions

and

answerstoproblems related to redoxtitrations

(CT-ST2).

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewritteninitalicsanddonotform part oftherequired

program

butareprovidedasanillustrationof

how

theoutcomesmight bedeveloped.

UnitB: Electrochemical

Changes

Chemistry

30

/55

©AlbertaEducation, Alberta,Canada (2007)

Students willapplythe principlesofoxidation-reductiontoelectrochemicalcells.

—

Specific

Outcomes

for

Knowledge

Studentswill:

30-B2.1k

defineanode, cathode, anion,cation, saltbridge/porous cup, electrolyte,external circuit,

power

supply, voltaiccell andelectrolyticcell

30-B2.2k

identifythe similaritiesanddifferences betweentheoperationofavoltaiccellandthatof anelectrolytic cell

30-B2.3k

predict

and

writethe half-reactionequationthatoccursat eachelectrodeinan electrochemical cell

30-B2.4k

recognizethatpredicted reactionsdonotalwaysoccur; e.g., theproduction

of

^chlorinegas

from

^theelectrolysis

of

brine

30-B2.5k

explainthatthe valuesofstandard reductionpotential are allrelative to volts,as set for thehydrogen electrodeatstandard conditions

30-B2.6k

calculatethestandardcell potential forelectrochemicalcells

30-B2.7k

predict thespontaneityornonspontaneityof redox reactions,based

on

standardcell potential,

and

the relative positions ofhalf-reactionequationsona standard reduction potentialtable

30-B2.8k

calculatemass,amounts,currentandtime insingle voltaicand electrolyticcells

by

applyingFaraday'slaw

and

stoichiometry.

Specific

Outcomes

forScience,

Technology and

Society

(STS)

(Science

and Technology

Emphasis)

Studentswill:

30-B2.lsts explainthat scientific

knowledge may

leadtothe development of

new

technologies,

and new

technologies

may

leadtoorfacilitate scientificdiscovery(ST4)

[ICT

F2-4.4, F2-4.8]

• analyze the relationship

of

scientific

knowledge and

technologicaldevelopmentin the applications

of

^voltaic

and

electrolyticcells insuchapplications asbatteries,

electroplating, refiningmetals

from

^ores, electrowinning

and

sanitizing

swimming

poolswith chlorine

compounds

30-B2.2sts describe scienceand technologyapplicationsthathave developedin responseto

human

and environmental needs (ST6)

[ICT

F3-4.1]

• investigate theuse

of

technology, suchas galvanism, metallurgy,

magnesium

coupling, painting, cathodicprotection, tosolvepractical

problems

relatedtocorrosion

30-B2.3sts explainthatscience and technology have influenced,and beeninfluencedby, historical development and societalneeds

(SEC2) [ICT

F2-4.4, F2-4.8[

• evaluate the

economic

importanceto

modern

society

of

electrochemicalcells,

particularly fuelcells,

and

predicttheirfutureimportancein transportation, the recycling

of

metals

and

thereduction

of

^emissions

from

smokestacks.

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewritteninitalicsanddo notformpart oftherequired

program

butareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

General Outcome

2

Studentswillapplythe principlesofoxidation-reductionto electrochemicalcells.

~

Specific

Outcomes

for Skills(Scienceand

Technology

Emphasis)

Initiatingand Planning Studentswill:

30-B2.

Is formulate questionsaboutobservedrelationships

and

plan investigations ofquestions, ideas,problems and issues

• designanexperiment, includinga^labelled diagram, totestpredictionsregarding spontaneity, products

and

the standardcell potential forreactions occurringin electrochemicalcells

(IP-NS1, IP-NS2, IP-NS3)

• describeprocedures forthe safehandling, storageand disposal ofmaterials usedinthe laboratory,withreference to

WHMIS

and

consumer

productlabelling information

(IP-ST3)

• develop

a

plan tobuild

a

battery

and

seek feedback, test

and

review theplan

and make

revisions totheplan (IP-ST2).

Performing and Recording

Students will:

30-B2.2s conductinvestigations into relationships

among

observable variables

and

usea broad range oftools

and

techniquesto gather

and

recorddata

and

information

• construct

and

observeelectrochemical cells

(PR-ST2, PR-ST3, PR-NS5)

• investigate the issue

of

^thedisposal

of

^{usedbatteries}

and propose

alternativesolutions to this

problem (PR-ST1, AI-ST2) [ICT

C2-4.1]

• compile

and

displayevidence

and

informationaboutvoltaic

and

electrolytic cellsin

a

variety

of

formats, includingdiagrams,flowcharts, tables, graphs

and

scatterplots

(PR-NS4)[ICTP2-4.1].

Analyzing

and

Interpreting Studentswill:

30-B2.3s analyze data

and

applymathematical

and

conceptual

models

todevelop

and

assess possible solutions

identify theproducts ofelectrochemical cells

(AI-ST3)

compare

predictionswithobservations ofelectrochemical cells

(AI-ST3)

identify the limitationsofdata collected

on

an electrochemical cell

(AI-NS4)

explain the discrepancies

between

the theoretical

and

actual cell potential

(AI-NS4)

evaluate the efficiencies

and

practicalities

of

^various electrochemicalcellsforuseas batteries

(AI-ST1)

evaluateexperimentaldesignsfor^voltaic

and

electrolyticcells

and

suggest improvements

and

alternatives(AI-ST1).

Note:

Some

oftheoutcomesare supportedby examples. Theexamplesare writteninitalicsand do notformpart oftherequired

program

butareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

Unit B: Electrochemical

Changes

Chemistry

30

151

SAlbertaEducation, Alberta,Canada (2007)

Studentswillapplythe principlesofoxidation-reductiontoelectrochemical cells.

Communication

and

Teamwork

Studentswill:

30-B2.4s

work

collaborativelyinaddressingproblems andapplythe skillsand conventions of science in

communicating

informationandideasand inassessing results

• use appropriate SInotation,fundamental andderivedunits andsignificantdigits to

communicate

answerstoproblemsrelated to functioning electrochemicalcells

(CT-ST2)

• create multiple-linkeddocuments, selecting

and

integrating information

from

^various print

and

electronicsourcesor

from

several parts

of

^the

same

source, toprepare

a

presentationon theuse

of

^hydrogenfuelcellsfortransportation

and

heating

(CT-SEC2) [ICT

Cl-4.1,Cl-4.4, PS-4.1J

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewritteninitalicsanddo^notformpart of therequired

program

but areprovided asanillustrationof

how

theoutcomes might be^developed.

In document problems and issues. By doing so, students become aware of the role of science in responding (Page 56-61)