Summer Research Program for Science Teachers

HOW ARE ELECTROLYTES DIFFERENT FROM NON-ELECTROLYTES?

Stephen Pearl, George W. Wingate H.S., Brooklyn, NY

The main outcome I wish to achieve from my two years in the Columbia University Summer Research Program for Secondary School Science Teachers, is to translate as much of the feeling of genuine science discovery as I can to my students. This involves emotion as much as procedure, and is the lynchpin to convincing students to pursue science. I hope to achieve this in three "concrete" ways. The first goal is one which I have already begun. This is to rewrite/revise/update many--and eventually all--of the mandatory laboratory activities used as part of the requirements for regents science courses.

LESSON PLAN FOR REGENTS PHYSICS

Aim: How do we make a battery?

IO:

• describe Volta battery [Content Standard B- Chemical reactions]
• make & evaluate a wet cell [Content Standard E- Abilities of technological design]

MAT'S: Ammeter(s?), wires, WET CELL DEMO (w/ Zn & Cu & HCL), Boxes w/ wires & fruits & veg's & 100ml beakers & Alka seltzer & various powders (salt, etc.) & vinegar & coins (pennies & nickels) & Al foil & assorted nails & carbon/graphite & ?

HW: (based on today's work) construct the best battery you can, which will be tested in class tomorrow, and graded on the following criteria:

• MUST use only "common" ,i.e., not pre-fabricated for electrical purposes, household items.
• MUST light watch bulb, or reach minimum amp threshold (TO BE ESTABLISHED NOW BY TEACHER!) to receive grade
• GRADES WILL BE BASED ON: STRENGTH ATTAINED & ORIGINALITY, NOVELTY OF DESIGN

DO NOW:

HOW ARE ELECTROLYTES DIFFERENT FROM NON-ELECTROLYTES?

1. Alessandro Volta...WET CELL DEMO...WHAT NEEDED? HOW DOES IT WORK?
2. Break students into groups, each group (4+?) will be given box with assortment of listed items from above (master box w/ necessary common items like wires?) and the following instructions: From items given construct 2 different, functioning wet cells, before the end of the period.
3. Evaluate cells w/ammeter before the end of the class. Set min. HW amperage threshold based upon class average!

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