Building a Better Battery (Kari, Paul, and Lourdes)
Author(s)
NGSS Engineering Standards
Kari Kelly, Kennedy High School
Lourdes Ramos Quevedo, Academy of Scientific Exploration
Paul DeCunzo, Independent
Framework:
A. Defining and delimiting engineering problems involves stating the problem to be solved as clearly as possible in terms of criteria for success, and constraints or limits.
B. Designing solutions to engineering problems begins with generating a number of different possible solutions, then evaluating potential solutions to see which ones best meet the criteria and constraints of the problem.
C. Optimizing the design solution involves a process in which solutions are systematically tested and refined and the final design is improved by trading off less important features for those that are more important.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Dimension 1: Scientific and Engineering Practices
Asking questions (for science) and defining problems (for engineering
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Constructing explanations (for science) and designing solutions (for engineering)
Obtaining, evaluating, and communicating information
Dimension 2: Cross Cutting Concepts that have Common Applications Across Fields
1. Patterns
2. Cause and effect: mechanism and explanation
3. Scale, proportion, and quantity
5. Energy and matter: flows, cycles, and conservation
Dimension3: Core Ideas in Four Disciplinary Areas
Physical Sciences
PS 1: Matter and its interactions
PS 2: Motion and stability: Forces and interactions
PS 3: Energy
Purpose:
Salt bridges are a necessary component of a typical galvanic cell. This experiment allows for a creative exploration of the variety of designs that will function as salt bridges.
Materials needed
Procedure
Set up a galvanized cell using CuSO4.5H20 solution & ZnSO4 solution. See diagram above for reference.
Construct a salt bridge using any of the commercial products or any combination of two of them. Some examples may include, but are not limited to:
Obtain a 6-8 inch length of plastic tubing, two small bits of cotton to act as porous stoppers for the tubing.
Optionally, obtain a 6-8 inch length of string.
Optimize this basic battery design by changing one variable at a time in order to illuminate a light bulb. (HINTS: fuller cups, best salt bridge/concentration, parallel circuit)
Return to your prepared galvanic cell and apply the salt bridge to the cell.
What are the critical parts of a galvanic cell, in addition to the salt bridge?
Draw a diagram of a complete galvanic cell made with copper and zinc electrodes.
What is it that makes a salt bridge “good” or “not so good”?
What properties do your chosen materials have that make you think they will produce a good salt bridge?
WAIT! Do not write down an answer to the Final question until your Instructor tells you to.
Describe how your salt bridge performed.
Did you choose the best materials possible?
How did you optimize you battery? (Share with your peers).
If you weren't able to get illuminate an LED bulb, why do you think it did not work?
What would you do next time to create a better salt bridge?
Questions
Describe REDOX. Which metal is undergoing oxidation? Reduction?
What chemical function does a salt bridge serve in a galvanic cell?
Which ions are migrating?
In what direction are they moving? Why?
Photos
The Kirk Cell acts as an “electrochemical switch,” blocking DC voltages in the cathodic protection range while instantaneously shunting hazardous voltages to ground. The Kirk Cell consists of multiple pairs of stainless steel plates immersed in a potassium hydroxide electrolyte solution. An oil seal floating on the electrolyte prevents evaporation, absorption of atmospheric gases and excessive foaming under high current flow. (courtesy of www.kirkcell.com)
Movies
References
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