Understanding how students learn chemical concepts has been a great concern for researchers of chemical education. This community is making efforts to identify the most important misunderstandings and develop strategies to overcome conceptual problems. Qualitative Reasoning has great potential for building conceptual models that can be useful for chemical education. This paper describes a qualitative model of the Daniell cell, to support understanding of interactions between chemical reactions and electric current. The model support explanations about changes in the mass of the electrodes, a bulb attached to the system that goes on and off and about changes in the colour of the cathode solution. Finally, we discuss the potential of qualitative articulate models for science education of deaf people.