An Easy-To-Assemble Three-Part Galvanic Cell

Eggen, Per-Odd; Skaugrud, Brit

doi:10.1021/ed500726y

Cited by 10 publications

(17 citation statements)

References 7 publications

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“…This includes examining difficulties students have learning the science content, their affective views regarding the content, and instructors’ perspectives on how to evaluate students’ learning of the science content. In this component, we reviewed research on misconceptions, alternative views, and sources of these that students have about electrochemistry and batteries. − To better understand instructors’ perspectives on assessing student understanding of electrochemistry and battery concepts, we reviewed studies of instructors’ topic-specific knowledge of electrochemistry, , and approaches that have been taken by others to address electrochemistry learning. − We also examined studies that specifically addressed electrochemistry and batteries in terms of students’ attitudes and views. − …”

Section: Introductionmentioning

confidence: 99%

Connecting Theory to Life: Learning Greener Electrochemistry by Taking Apart a Common Battery

et al. 2020

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Electrochemistry is omnipresent in our lives, but students often do not recognize that the electrochemistry they learn in general chemistry happens in the batteries on which we depend. Students also may not recognize that they have the power to make greener choices about batteries using their knowledge of chemistry. This 4 h general chemistry laboratory activity challenges students to take apart a common battery, figure out how it works, map it to what they have learned about electrochemical cells in a general chemistry course, and then design and test an improvement on the battery they took apart. Learning outcomes include electrochemical cell functionality, principles of green chemistry, and decision making based on benefits−costs−risks analysis in chemistry. Students in 16 lab sections were randomly assigned to treatment and control groups, which conducted this green context-based experiment and a traditional electrochemistry experiment, respectively. Students in the treatment group demonstrated positive outcomes on measures of the personal relevance of electrochemistry, understanding how an electrochemical cell works, and increased interest in the lab. Students in the treatment group also outperformed those in the control group on applying the Nernst equation and benefits−costs−risks reasoning on the environmental impact of batteries.

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Section: Introductionmentioning

confidence: 99%

Connecting Theory to Life: Learning Greener Electrochemistry by Taking Apart a Common Battery

et al. 2020

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“…It only shows up with a simple introduction where students can hardly imagine the movement process of the particulates in the electrodes and solution to understand the reaction principle . Many works published in this Journal are normally focused on teaching experiments of electrochemistry, − including some novel experiments about the primary cell. − However, there are few works focusing on concentration cell experiments. Here we choose concentration cells as the topic in this work.…”

Section: Introductionmentioning

confidence: 99%

Design, Implementation, and Evaluation of a Scientific Modeling Course on Concentration Cells

et al. 2021

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In this study, an innovative scientific modeling course on concentration cells is designed: First, the demonstrations revealed examples of three different concentration cells. Then, scientific models visualizing the process and principle of cell reactions at the level of microparticulates were introduced to students. Finally, three new concentration cell examples were abstracted from real life, and students were asked to build corresponding new models and explain the phenomenon. During implementation, high school students and undergraduates with only a little background knowledge on concentration cells participated in this course. The effectiveness of the course was evaluated by questionnaire and quiz. The results showed that, by establishing a triple link among macroscopic phenomena, submicroscopic processes, and symbolic representations, most students can directly understand the principles of concentration cell reactions with the help of scientific models. More than 60% of the students successfully constructed the model in the test, and the correct rate (including basically and completely correct) of all of the questions was above 80%. These results prove that this course was helpful for students to master the knowledge of concentration cells and improve the ability of model understanding and construction.

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“…Due to its usefulness, a series of classroom activities, demonstrations and laboratories have been previously introduced for the purpose of demonstrating electrochemical applications in real life situations using easily accessible materials. [1][2][3][4][5][6][7][8][9][10][11] Although pivotal, grasping electrochemical concepts correctly has been traditionally difficult for students in high school and introductory courses at the university level. Several reports have demonstrated that there are well-established electrochemical misconceptions among students.…”

Section: Introductionmentioning

confidence: 99%

“…Electrochemical concepts are of importance to all students majoring in science and engineering fields, as electrochemistry is a gateway to the understanding of energy storage (batteries), energy production (fuel cells), and materials selection (corrosion). Due to its usefulness, a series of classroom activities, demonstrations, and laboratories have been previously introduced for the purpose of demonstrating electrochemical applications in real life situations using easily accessible materials. − …”

Section: Introductionmentioning

confidence: 99%

Teaching the Nernst Equation and Faradaic Current through the Use of a Designette: An Opportunity to Strengthen Key Electrochemical Concepts and Clarify Misconceptions

et al. 2020

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An engaging designette based on the assembly of Zn and Cu electrodes into a voltaic array is presented. The aims of this hands-on classroom activity, termed the OCP Designette, are to facilitate instruction on the Nernst equation and Faradaic current and clarify misconceptions therein. The designette highlights the importance of identifying redox reactions, the application of the Nernst equation, and Faradaic current dependency on electrolyte concentration while at the same applying design thinking to optimize harnessed electrochemical power. The implementation of the designette, with a duration of 60 minutes, is suitable for high school students with a background in chemistry and physics, for undergraduate engineering and architecture students enrolled in a general science course, and for general undergraduate students enrolled in an introductory chemistry course.

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An Easy-To-Assemble Three-Part Galvanic Cell

Cited by 10 publications

References 7 publications

Connecting Theory to Life: Learning Greener Electrochemistry by Taking Apart a Common Battery

Connecting Theory to Life: Learning Greener Electrochemistry by Taking Apart a Common Battery

Design, Implementation, and Evaluation of a Scientific Modeling Course on Concentration Cells

Teaching the Nernst Equation and Faradaic Current through the Use of a Designette: An Opportunity to Strengthen Key Electrochemical Concepts and Clarify Misconceptions

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