Chemical Batteries. Key Words: Battery, Electrolyte, Electrochemical Cell
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1 Chemical Batteries Key Words: Battery, Electrolyte, Electrochemical Cell Getting Started: 1. What do a battery and a nut have in common when we consider them as sources of energy? 2. What do you think goes on inside a battery? 3. Read the introduction and Challenge to Activity 65, Chemical Batteries, in your Student Book. Procedure: 1. Read the Procedure Part A in your Student Book. Your classmates completed this procedure. 2. Click this link to view the Labsent video for this activity. Watch the video to see it being performed. Watch through 3: Read the Procedure Part B in your Student Book. Look at the Materials list and design your own procedure to investigate the combinations of metals. Record it below. Be sure to design a data table as well to record the data that is collected. Draw your data table below your procedure. You will need to have your teacher approve your procedure when you return to class. You will then have to complete the procedure to test the different combinations of metals or get the data from a lab partner or your teacher.
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3 Data:
4 3. Read the Procedure Part C in Student Book. Your classmates completed this procedure. Watch the video to see it being performed. Start watching at 3:39. Make a table below to record your observations, as stated in Procedure Step 10.
5 Follow- Up: 1. Do you have any ideas why some combinations worked better than others in providing energy for the motor? 2. By analyzing the results of many experiments involving metals reacting with each other, scientists have produced a table of metal activities that help us predict what will happen in any pairing of two metals. Read Transparency 65.1, Metals Activity Chart, which is attached to this packet. 3. A battery transforms potential chemical energy into electrical energy. When the circuit is completed, electrical current is allowed to flow from the negative pole of a battery to the positive pole. This electricity can do work, such as light a lamp or run a CD player. Analysis Questions: 1. Was there a chemical change when you inserted the strips into the electrolyte? Describe any evidence that supports your answer. 2. Use your results from Part B to rank the metal combinations from 1 to 6 with 1 as the highest- releasing electrical energy rate, and 6 as the least. Describe any evidence that determined the ranking.
6 3. Look at the table below that describes the reactivity of the metals used in this activity. Compare the table to your response in Analysis Question 2. Based on the comparison: a. Does reactivity alone indicate what combination of metals will release the most energy? b. What patterns do you see that could indicate why the most and least energy combinations occurred? c. Gold is the least reactive metal known and tends to not give up electrons. Which metal from the table would you pair it with to make a strong battery? Explain your choice.
7 4. Make a table that summarizes your investigation in Part C. It should identify each effect, summarize the results, and include a brief explanation of why you think each result happened. 5. From the materials in this activity, draw and label a battery that would produce the most energy.
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