Summer Institute – Module 10 | Mr. Grodski Chemistry

SUMMER INSTITUTE – Module 10 – Electrochemistry

______________________________________________________________________________________________________________________________________ Jump to: Activity 1, Activity 2, Activity 3, Activity 4, Activity 5, Activity 6, Activity 7, Module Test

Module 10 – Redox and Electrochemistry –

5 hours – due Sept. 1st!

Link to the Module 10 worksheets:

https://drive.google.com/drive/folders/1bMCl3rXI4I7KTHjblDuFHDoPLH7OUV_m?usp=sharing

This is the last Module! You all have worked very hard and all the work that you have put in will make your life SO MUCH EASIER in the up and coming year. Please Trust me.

But I need One more module out of you! This one will challenge you a bit and if you can try to gain as much as you can from this module it will be worth it.

This is also part of the Summer Assignment for the NON-Institute students who want take AP Chemistry.

***By the way we are in the 4th quarter of Regents Chemistry

Module 10 – redox notes 06.pdf

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* Connections – In the last module we looked at elements that gained and lost electrons to become ionic compounds. The loss and gain of electrons that occurs in chemical reactions is called Redox Reactions.

So we say metals loose electrons but we can also say that they oxidize!

– Metals oxidize because they hold onto electrons weakly due to their:

1. Large Radii,

2. Low Electronegativity,

3. and Low Ionization Energy.

So we say nonmetals gain electrons but we can also say that they get reduced (in charge because they are gaining negatives).!

– Nonmetals reduce because they hold onto electrons strongly due to their:

1. Small Radii,

2. High Electronegativity,

3. and High Ionization Energy.

Put reduction and oxidation together and you get REDOX.

This transfer of electrons is what makes ionic compounds!

Please watch the Introduction to this Module before you begin:

Introduction to Redox

Activity 1: SKILL – Assigning Oxidation numbers

This is an important skill as it will help us identify the chemical species that lost (LEO – oxidized) and gained (GER – reduced) electrons. Most reactions are redox reactions.

1. Please download file below and view the Lecture 4.2 posted below. This video will walk you through the Assigning oxidation numbers 1011.pdf worksheet*. You will probably remember a lot of this from chemical naming but you are required to view the lecture in its entirety. I have also posted a key if that is helpful to you.

*Keep the hard copy of the completed worksheet as I will collect them in September.

Assigning oxidation numbers 1011.pdf

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Assigning oxidation numbers key.pdf
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1 : Lecture 4.2 – Assigning oxidation numbers

Activity 2: SKILL : Writing Simple Half Reactions:

This is an important skill as it will help us identify parts of a chemical reaction that lose (LEO – oxidize)

and gain (GER – reduce) electrons. This is essential in electrochemical cells.

1. Please view the 2 demos that are on the same reaction, Thermite Reaction. The 1st one is a with rusty steel spheres and aluminum foil while the other one is larger scale with iron oxides (rust) mixed with Aluminum.

2. Please view the Lecture 4.3 below that teaches how to write SIMPLE Half Reactions.

3. Complete half reactions worksheet 1112.pdf and review with the key below.

*Keep the hard copy of the completed worksheet as I will collect them in September.

half reactions worksheet 1112.pdf
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half reactions worksheet 1112 key p .pdf
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1 : Smaller scale Thermite reaction –

1: Larger Scale Thermite reaction –

2: Simple Half Reactions Lecture –

Activity 3: SKILL: Writing and Balancing Complex Half Reactions (College Level):

All half reactions must be balanced in mass and in charge. By balancing the charge (electrons) you automatically balance the mass of the reaction.

1. Please view the Cu and Nitric Acid Demo below (Surprise it is a Redox Reaction!!)

2. Use the Redox balancing redox equations AP regents.pdf worksheet* below and follow along with me on how I balance these more complex reaction in an acidic solution and how I balance the simpler reaction using the same rules.

*Keep the hard copy of the completed worksheet as I will collect them in September.

Redox balancing redox equations AP regents.pdf
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3. Complete Question 3 and review with the key below:

Redox 3 balancing redox equations key.pdf
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4. Please complete Redox form 1 with the Redox HW 1 – 2015.pdf below.

Redox HW 1 – 2015.pdf
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1 : Nitric Acid Copper Demo-

2 : Lecture 4.7 – Balancing Redox Reactions – College

4 : Redox 1 Form:

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Activity 4: SKILL: Reduction Potentials, Net Potential and Spontaneity

We use reduction potentials from the standard cell experiment to measure the ABILITY of chemical species to gain or lose electrons. When we combine reducing and oxidizing chemicals with various strengths we look to get an overall value that will determine spontaneity (or the ability of the reaction to work). That overall voltage is called a Net Potential.

1. Please view both the Pre Net Potential Lecture and the Standard Cell Lecture.

2. Complete the form below based on the 2 lectures and the virtual lab posted above it.

1 : Pre Net Potential Lecture: The Push and pull lecture. The ability of chemicals to push and pull electrons can cause redox reactions to occur (spontaneous) or not to occur (non spontaneous). Voltage and Amperage are defined.

1 : Standard Cell lecture: This is how we obtained values (volts) that measure how well chemicals reduce (pull)

and oxidize (push). This experiment created the Reduction Potential Table that is one of the most powerful Tables in all of chemistry. The elements that oxidize the best are the top right and the elements that reduce the best are bottom left.

2 : Activity of Metals Lab: Acid and water are added to different metals to determine which metals are the most reactive or are the most spontaneous redox reactions. These observation will lead us directly to the reduction potentials.

2 : Redox Form 2: You will not get an automatic email back to you with this form. I will grade these and return this to you in the first week of school. We begin with REDOX in class in September!

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Activity 5: SKILL: Using Reduction Potentials to Determine Net Potentials and Spontaneity

We use reduction potentials from the standard cell experiment to measure the ABILITY of chemical species to gain or lose electrons. When we combine reducing and oxidizing chemicals with various strengths we look to get an overall value that will determine spontaneity (or the ability of the reaction to work). That overall voltage is called a Net Potential.

1. Please view the Lecture 4. 6 below and complete the worksheet* (questions 1,2,) with me.

Net potentials Demonstrations worksheet 1112.pdf
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*I will collect this worksheet.

*****I have posted the reduction potential table that I use in the lecture. It is different that one that we use for AP so that is parallels Table J. Table J was built based on reduction potential tables.

reduction potential table and table J.pdf
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2. View the Copper Tin Video that this relates to verify the concept!

3. Watch Lecture AP 1.9 that will model question 3 for you. Please complete question 4, which will complete side one of the worksheet only.

*Keep hard copy as I will collect all worksheets from this module as a packet.

You will need a copy of the AP Reduction Potential Tables located in the AP Reference Tables: It is a little different from the one that I previously used because I was trying to show how table J was created by the earlier one.

2008 AP Chemistry Reference Tables.pdf
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1 : Lecture 4.6:

2 : Copper tin Demo:

3 : Lecture AP 1.9:

Activity 6: SKILL: Voltaic Cells (batteries)- Spontaneous Redox Cells.

We are moving to important applications of Redox Reactions. One in particular is batteries (voltaic cells). Where would our society be without batteries?

We will be starting our learning with batteries in the first week in class so its real important to try to get as much out of this last part of the this last module as possible. In order to grasp the basic concept you must have a good understanding of activities 1 – 5.

Before continuing with Activity 6

a) You should have a strong grasp of the reactivity series of metals.

b) You should be able to identify and rank which metals were the most reactive (oxidize the best) and compare your results with the reduction potential table.

c) You should be able to predict whether a metal will spontaneously react to form hydrogen gas in water or acid.

1. Please view the screencast Lecture 4.8 on Voltaic Cells below:

2. Please view the demo below it that demonstrates the same voltaic cell that I used in the Lecture. The demo does not have any voice over or sound but please notice that the voltage does not change from zero UNTIL I added the salt bridge. Also notice the blue solution due to the copper ions (transitional metals!!). The change in voltage is something we will discuss in the first week of school.

3. Please complete Side 1 the following worksheet* and review with the Key below:

On the back side, let’s assume the switch is closed and use the reduction potential tables to determine who are the electrodes (cathode, anode).

voltaic cell worksheet 07.pdf
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*This will be collected.

voltaic cell worksheet 07 key.pdf

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4. Please complete side 2 of the worksheet below* and review with the lecture to review:

voltaic cell worksheet 2 0809.pdf
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*This will be collected.

1 : Lecture 4.8 – Voltaic Cell – Screencast

2 : Voltaic Cell Demo –

4 : Lecture 4.9 –

Activity 7: Skill – Voltaic Cell – AP Problems – Advanced

1. Please complete the Stoichiometry 7 – 2010B.pdf worksheet* question 1, 2, 3a ,3b, and 3c.

This is a past AP Chemistry problem. It will require some thought and all your skills you have learned here, especially balancing redox reactions. Do your best to complete this question. The voltaic or galvanic cell is set up a bit differently than easier regents scenarios but the concepts are the same. Use the key to help guide you through the problem.

Stoichiometry 7 – 2010B.pdf
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Stoichiometry 7 – 2010B AP Key p.pdf
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*I will collect this worksheet.

2. If the key is not clear enough please feel free to review with the video below on the worksheet.

2 : Review of the Advanced Redox AP Problem

Module Test 10 – Redox and Electrochemistry

– available below

Module 10 Assessment –

Please print and complete Module 10 Assessment to the best of your ability.

It will not be graded for a score but for your effort. If you can get a majority of this then you are on your way to a successful year. If you struggle a bit no worries I WILL TEACH THIS IN CLASS Again this year and it will make more sense a second time around.

Please bring the completed test with all your worksheets FROM THIS MODULE the first day of school!

Module 10 Test – 2022.pdf
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You must have completed all assignments above first before you begin your module Test 10.

END OF MODULE 10 and the Summer Institute!

Congratulations for sticking with this Institute. ALL your work here this summer will make your life so much easier in the up and coming year. WE have more to learn and there will be more challenging concepts in the future but with this foundation you will have the tools to succeed. As always I will be there every step of the way!

Sincerely,

Mr. Grodski

The List of 14 Hard Copy items to be handed in September 1st

1. LAB 1 Density of Solids.pdf

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2. LAB 2 Density of Liquids-coke.pdf

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3. Temperature Scales Graphing assignment Celsius and F graphing Assignment View Download

4. Lab 4 Honors Calorimetry of a Cheese Curl Institute.pdf View Download

5. LAB 5 honors -Cooling curves of an unknown substance.pdf View Download