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1.0 INTRODUCTION

Electrochemistry is a branch of chemistry dealing with chemical reactions that involve electrical currents as well as electrical potentials. A chemical reaction that proceed spontaneously and able to generate electrical current are known as electrochemical reaction. As a vice versa, a chemical reaction that is forces to proceed by using electrical current are called electrolysis. Electrochemistry is highly conceptual where many students believe that this topic difficult and they must understand the abstract concept through three basic components. These basic components are shown in figure 1.1 (Johnstone, 1999). The macro and tangible: what can be seen, touched and smelt

The representational: symbols, formulae, equations, molarity, and graphs

Figure 1.1 : The Chemistry triangle

The submicro: atoms, molecules, ions and structures

The interactions and distinctions between the triangles are important characteristics of chemistry learning and necessary for achievement in comprehending chemical concepts. Therefore, if students possess difficulties at one of the levels, it may influence the other (Sirhan, 2007). According to Johnstone (1999), the teaching and learning activities should cover a dynamic blend of macro, submicro, and symbolic elements. Unfortunately, most chemistry teaching is focused on the submicrosymbolic pair of the triplet and rarely helps students to build bridges to comfortably move between the three levels. This teaching approach often results in confusion and information overload, with negative consequences on student motivation and achievement in the chemistry classroom (Talanquer, 2011). This situation causes misconception among students. The common students misconceptions are shown in figure 1.2 (Sanger & Greenbowe, 1997).

Electrons can flow through aqueous solutions without assistance from the ions

Only negative chargeed ions constitute a flow current in the electrolyte and the salt bridge

Cations in the salt bridge and the electrolyte accept electrons and transfer them from the cathode to the anode

Electron move through solution by being attracted from one ion to the other

Anion in the salt bridge and the electrolyte transfer electron from cathode to anode

Figure 1.2 : The common students misconception

Thus, determining and overcoming these difficulties should be the primary goal. The teaching and learning activities should be the combination of these three basic components. Therefore, the suitable method that can be applied is 3E learning cycle which consists of three stages that are; engage, empower and enhance.

What is 3E Learning cycle?

Engage Engage is an introductory activities to attract student attention and interest toward a new concept. Through these activities, teachers are able to access the learners prior knowledge and help them become engaged in the concept. The introductory activities can be a demonstration by teacher, an issue or a problem, reading related articles or any task that can promote curiosity and elicit prior knowledge. Then teachers will allow their student to think and give respond from the stimulant given. From the responds given by the students, teacher can identify if there is any misconceptions too.

Empower During empower, the knowledge that has been eliciting will then be proven by doing some experiment. From the experiment, students will be more understanding and well known with the theory or principle included in the topic. Cooperation between groups members are very importance. The restructure ideas also happen.

Enhance To understand chemistry is to understand the world around us and what happened behind the phenomena. There is simply no value to the argument that understanding chemistry can't help us in daily life. So, enhance is one of the process in learning which is students try to relate the theory of chemistry with the daily life situation. The knowledge that has been given to students will be test with some of question regarding to the topic. In addition, through this part it also can develop the problems solving skills and decision making among the students because the more students know, the more they are able to make a smart decisions about life choices.

2.0 TEACHING WITH 3E A 3E model for galvanic cell was developed based on the learning outcomes stated in the syllabus of Matriculation College in Malaysia.

Topic: Galvanic Cell Learning outcomes: At the end of the lesson, students should be able to answer: Draw a Voltaic/ Galvanic Cell Describe the operation of a voltaic cell State the function of salt bridge

Write half-cell equations and the overall cell reaction equation.

2. 1 ENGAGE Tutti Fruity Batteries (Demonstration) Duration : 5-10 minutes

Demonstration of a simple galvanic cell by using fruit, metals strips and LED.

Purpose To introduce galvanic cell and to show that some fruits can serve as electrolytes.

Materials Magnesium strips and copper strips Red light emitting diode (red LED) 2 Connecting wires with clips on both ends 2 Lemons Voltmeter

Procedure 1. Polish the metal strips with sand paper. 2. Roll and squeeze the lemon on a bench top to loosen the juices inside - don't squeeze too hard. 3. Cut two slits on top of the lemon, 1 to 2 centimeters apart. Insert the magnesium strip into one slit and zinc strip into the other. 4. 5. Connect the strips to the voltmeter and LED with connecting wires. Read the electric potential in volts and observe whether the LED is lit up. * Alternatively, it is encourage that teacher request students to observe what will happen to the LED.

Diagram 1 : The complete diagram of the lemon galvanic cell Whats happening? A galvanic cell which converts chemical energy to electrical energy is created. In the process, a redox (oxidation and reduction) process occurs. The magnesium metal will act as anode and copper as cathode while the liquid lemon (citric acid) act as electrolytes. It is the same process as the electricity produced in a battery.

Justification: Electrochemical cell is all around us and it plays an important role to technological advances that involves energy storage. The concept is introduced to student by using a galvanic cell created from fruits that they eat in order to attract their attention and interest. This activity will stimulate students curiosity and encourage them to ask their own. For example; why the lemon can light up the LED? How does the lemon light up the LED? Hence, students will be eager to learn about the concept being introduced.
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2.2 EMPOWER Activity 1 : Galvanic cell animation Duration : 10 minutes In this activity, you and your partner will be working with a computer animation that covers electrochemical cell. Please log on on the following URL:
http://www.youtube.com/watch?v=C26pH8kC_Wk

While watching the animation, please discuss each question with your partner and write down your best answer using the worksheet provided.

Discussion questions:

No. 1

Questions The half-cell at anode consist of _______________

Answer A zinc bar placed into a zinc sulphate solution A copper bar placed into a copper sulphate solution

The half-cell at cathode consist of _______________

What is the salt bridge used in the experiment?

NaCl salt bridge

What is the function of salt bridge?

To prevent the two electrolyte from mixing and allow ions to migrate

Which direction does the electron flow?

Electrons flow from Zinc electrode to Copper electrode Zinc is more active metal than carbon Zinc metal Zinc metal oxidized and form zinc ion and release two electrons. Copper metal Copper ion in the solution gains two electrons and reduced to copper metal and deposited on the cathode.

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Why Zn is likely to lose electron? Which metal undergoes oxidation? What can you observe during the oxidation process?

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Which metal undergoes reduction? What can you observe during the reduction process?
2-

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How does the excessive SO4 ions are neutralized? How does the excessive Zn2+ ions is neutralised?

Sodium ions from salt bridge migrate into copper sulphate solution and neutralized the excessive SO42- ions.

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Chloride ions from salt bridge migrate into zinc sulphate solution and neutralized the excessive Zn2+ ions.

Justification: The first activity for the empower stage started with the animation of galvanic cell, where this animation only takes less time (2.08 minutes) but it is good enough for the students to learn the abstract concept of galvanic cell. Besides that, the animation can makes them enjoy more to learn difficult things and helps them to solve the problem of the imagination-skill in galvanic cell. Therefore, the ability to practice new concepts in a risk-free environment improves learners' skills and abilities. Furthermore, it also improves the skills and ability of instructors because they will be able to change their way of teaching to be better. Hopefully, from this activity, students able to understand the concept of galvanic cell in a dynamic blend of macroscopic, submicroscopic, and symbolic elements.

Activity 2: Riding bicycle uphill and downhill Duration : 30 minutes In this activity, you will explore two kind of processes involve in redox reaction. Read the story while referring to the given diagram. Here goes is the story: One fine day, Ana rides her bicycle to her friend Kai en's house and returns home by the same route. Ana has to ride her bike going uphill and downhill. While going uphill, she experience that it takes a lot of effort to climb uphill and the riding also become slower. She also found that climbing hills on a bicycle isn't everyone's idea of fun. After finished climbing uphill, she has to ride down hill which more fun, faster and she did not need to pedal at all. What is the process involve in this two situations? Lets us discuss what is happening.

Discussion question: In your opinion, why Ana hate bike while going uphill? What would happen if the Ana stops putting energy/stop paddling while going uphill? Do you need to pedal while going downhill? Going uphill Only happen when if energy is continuously put into the process. If you stop putting energy, you will fall off your bike and roll down hill.Thus, going uphill on your bike is non-spontaneous Going downhill Happen without having to put an energy into it. Thus, going downhill is spontaneous reaction

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 Click on the following URL and watch video to explore and get more information:

Have Fun!
http://www.youtube.com/watch?v=1HhXJ4RouUE

After you had finished watching the video, you can answer the following question based on your understanding? 1. Name the two types of processes involve in redox reaction. Spontaneous and non-spontaneous 2. What is spontaneous reaction? A spontaneous process is the process that occurs under the given the set of conditions. It process can occur without needing to be driven by an outside source of energy 3. We encounter spontaneous processes every day, but we never realize that they are spontaneous. Can you give the everyday life example for the spontaneous reaction? Here are few examples: Water freezes spontaneously below 0 oC, and ice melts spontaneously above 0 oC at 1 atm pressure. Heat flows spontaneously from hotter object to colder object, but not other way around. A water fall (Niagara Falls or dams) runs spontaneously downhill, but never uphill

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 When you put a sugar in a cup of coffee, it dissolves spontaneously but it does not reappear in its original form Rusting of iron nail when it exposed to moisture and oxygen is spontaneous. So is tarnishing of the silverwares. 4. What is non-spontaneous reaction? A non-spontaneous process is the process that does not occur under the specified set of condition (does not occur naturally). Non-spontaneous reactions require an input of energy to take place. 5. Which process involve in galvanic cell? Why you said so? A galvanic cell is a spontaneous electrochemical cell that produces electricity by a spontaneous redox reaction. Because there is no source of energy used in the galvanic cell. 6. How the process stated above occur in galvanic/voltaic cell? A galvanic cell produces electrical energy as a result of a spontaneous redox process. The electron transfer characteristic of such a process is made to occur in two separate half-cells. Electrons released during an oxidation half-equation flow through a wire or other external circuit before they can be accepted in a reduction half-equation. Consequently an electrical current is made to flow. Thus, the chemical energy change to electrical energy.

Justification: In this activity, analogy method is used to facilitate students in understanding the concept of spontaneous and non-spontaneous reaction in electrochemical cell. The analogy used is based on their exposure to daily life activity that they had experienced thus resulting in meaningful learning and deep understanding of the concept.

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Activity 3 : Galvanic cell Pre-lab simulation Duration : 15 minutes In this activity, you and your partner will be working with a computer simulation that covers electrochemical cell pre-lab as a preparation before begin your experiment. Please log on on the following URL:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/electroChem/voltaicCel l20.html

Please discuss each question with your partner and write down your best answer while exploring the simulation.

1.

Begin by assembling a zinc-copper cell. Please be sure to follow the instructions on the screen.

2.

Complete the following table of Silver Copper. Questions Is there an electron transfer between species? Silver Yes Copper Yes

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Mark the species that loses electrons Write down the oxidation half reaction under the species that is undergoing oxidation. Mark the species that gains electrons Write down the reduction half reaction under the species that is undergoing reduction. Mark the anode Mark the cathode

Ag (s) Ag+ (aq) + e-

Cu2+(aq) + 2e - Cu (s)

3. Is this a spontaneous reaction? Explain your reason. Yes because chemical energy in converted to electrical energy and no battery is needed to operate the cell. 4. Write the complete balanced equation for the reaction. Cu2+(aq) + Ag (s) Ag+ (aq) + Cu (s) Justification: The third activity is the galvanic cell pre-lab simulation. This simulation can serve to introduce the ideas and equipment of the lab experiment allowing the students to work through the laboratory faster and with less confusion. It can be given to a student group to solve challenging problems that require multiple steps. This strategy allows students to understand the material more clearly by engaging in a demanding, higher order thinking skills problem. Besides that, the simulations can help students build mental models where they can visualize concepts that appear on textbooks or hear from their teachers in lectures. By using the simulation they can see a concrete situation that helps them build a mental model. The simulations are great tools to help students recognize how equations relate observations and the process occur at anode and cathode.

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Activity 4: Galvanic cell experiment Time duration: 2 hours In this activity, you and your partner will construct Zinc - Copper cell, record the standard cell potential, E Objective : To construct the electrochemical cell for zinc and copper To determine standard cell potential, E
cell cell and

the observation at both anode and cathode.

To observation the reactions occur at both anode and cathode.

The apparatus and chemical reagents needed are as follows : Apparatus :

Beaker (50 mL)

KCl salt bridge

Wire & voltmeter

Sand paper

Chemical reagents 1.0 M CuSO4 1.O M ZnSO4 1.O M FeSO4 1.0 M MgSO4

Copper strip

Zinc strip
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Iron strip

Magnesium strip

Please be sure to follow the instructions listed in the diagram below:

Clean the metal strips with abrasive cloth. 1

Fill a 50 mL beaker with 35 mL of 1.0 M CuSO4 and other beaker with 1.0 M ZnSO4

Set up the apparatus by using the apparatus and chemical reagent provided.

Record the standard cell potential E cell and the observation at both anode and cathode.

Repeat step 1 - 4 by replacing Zn2+ /Zn half cell with: Magnesium strip in 1.0 M MgSO4 Aluminium strip in 1.0 M Al(SO4)3 Iron strip in 1.0 M FeSO4

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Please discuss each question with your partner and write down your best answer using the worksheet provided.

Question Which metal undergoes oxidation? What can you observe the condition of the metal strip after undergoes oxidation? Give your reason. What can you observe the condition of the metal strip after undergoes reduction process? Give your reason.

Cell 1 Zn Cu cell Zn

Cell 2 Mg Cu cell Mg

Cell 3 Al Cu cell Al

Cell 4 Fe Cu cell Fe

Zn electrode become thinner. Zinc metal oxidized and form zinc ion and release two electrons.

Mg electrode become thinner. Mg metal oxidized and form Mg ion and release two electrons.

Al electrode become thinner. Al metal oxidized and form Al ion and release two electrons.

Fe electrode become thinner. Fe metal oxidized and form Fe ion and release two electrons.

Cu electrode becomes thicker. Copper ion in the solution gains two electrons and reduced to copper metal and deposited on the Cu electrode.

Justification: This activity will promote the science education goals regardless of the topics learned. It encompasses a wide area of hands on laboratory skills with the equipment and chemicals employed and at the same time putting in practice the theoretical knowledge gained in the class-room. Besides that, this activity also can sharpen the manipulative skills as well as science process skills. This activity also promotes critical skills such as report writing, data handling, and the ability to interpret and evaluate evidence.

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Activity 5: Lets Play Electrochem Puzzle! Duration: 1 hour In this activity, you will play a game to build understanding of the chemistry involved in galvanic cell. First, you have to illustrate how all the pieces of an electrochemical cell come together to produce a charge. You will play this puzzle in a group of 2. Note: In order to play the game your students must have a working understanding of oxidation-reduction reactions, setting up the circuits, able to balance the equations and set up chemical equations. Key concepts

Oxidation: an atom or ion loses electrons Reduction: an atom or ion gains electrons In an oxidation reaction, the atom or ion becomes more positive due to the loss of electrons.

In a reduction reaction, the atom or ion becomes more negative

Teacher Preparation: due to the gain of electrons. 1. Print, cut out and organize the game puzzle pieces. 2. Let student form a group (Think-pair share). 3. Distribute game pieces to student pairs. How to play the puzzle game? 1. All groups is provided with a mounting board, puzzle pieces (electrode, electrolyte, salt bridge & voltmeter), thread, map pin and standard electrode potential table, labeling card (write function and to label the puzzle). 2. Decide whether the metal will be an oxidizing agent and reducing agent. Match the metal with the proper electrolyte. Then, place it in the beaker. 3. Set up the galvanic cell using the apparatus. 4. Label the cell diagram using labeling card and use map pin to attach it on board. 5. Present your complete puzzle to your friends. Explain the function of each tool that needs to complete the circuit. 6. Make a half cell equation at anode and cathode using the puzzle pieces provided. Next, form a balanced net reaction for the cell and calculate the Eocell of your reaction.
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Discussion question: 1. Do we need a battery/source of energy to complete the circuit? Why? No, because this is spontaneous reaction. It can occur without the source of energy. 2. Why you need galvanometer/voltmeter in galvanic cell? To measure voltage. 3. Why do you think the game included a salt bridge? Why might this be important? Salt bridge will complete the circuit and neutralize the successive ion at cathode and anode. 4. What would happen if there is no salt bridge? Without the salt bridge, the spontaneous reaction would not occur. There would be no flow of electrongs, or charge, and no reaction would take place. Reflection: Do you think the activity is fun? What are the problems encountered during you run the game? How would you play differently next time to make it more interesting? Note: At the end of this activity, student will give feedback about their perception of the puzzle games. Teacher can use the suggestion question above or depends on teacher creativity. The reflection will help teacher to know the weaknesses and the strength of this activity and at the same time it can help teacher to improve this lesson. Justification: The electrochem puzzle is an activity that can be used to reinforce students knowledge and at the same time it can provide your student to learn in fun environment. Student will participate actively during the activity because they need to discuss the correct component of puzzle pieces to be use and arrange it form a puzzle. At the same time, this activity will train student in problem solving. Teacher will ask questions to probe students thinking on why they choose the components of puzzle pieces.

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Here is the part of puzzle pieces all come together to form the galvanic cell .

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2. 3 ENHANCE Task 1 : Dental Filling Discomfort

Adam has an appointment with the dentist today. The dentist finds a cavity on his second molar and needs to have it filled. After the visit to the dentist, Adam stops by to buy his favorites Cadbury chocolate. Once he reaches home, Adam starts to eat the chocolate. While enjoying the chocolate, Adam accidently bites a piece of the aluminum wrapper without realizing it. He immediately feels a sharp pain on his second molar.

Why do you think Adam experience such pain?

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Answer:

Anyone who bites a piece of aluminium foil (such as that for wrapping candies) in such a way that the foil presses against a dental filling will probably experience a momentary sharp pain. In effect, an electrochemical cell has been created in the mouth, with aluminium (E = 1.66 V) as the anode, the filling as the cathode, and saliva as the electrolyte. Contact between the aluminium foil and the filling short-circuits the cell, causing a weak current flow between the electrodes. This current stimulates the sensitive nerve of the tooth, causing an unpleasant sensation. Justification : This task enables students to relate the theory of galvanic cell that have been learned before with the real life situation. Besides that, students will realize about the importance of chemistry because having a solid knowledge of chemistry will vastly improve our quality of life. Without an understanding of chemical properties and principles, life as it is today would not be possible. Hence, students are able to explore beyond the concept about the phenomena of electrochemical cell in real life situation.

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Task 2 : Oh, Corrosion! Oh, Corrosion! Corrosion of metals means the spontaneous deterioration that most metals undergo due to chemical reactions with their environment, these reactions generally producing salts or oxides of the metals. Corrosion leads to grave loss of strength in metallic structures and machinery, and therefore is of immense economic and human importance. In metals, corrosion generally occurs in an electrochemical way, via development of many tiny galvanic cells on the metal surface. Some parts of the metal surface act as anodic sites, where the metal gets converted to its cations in an oxidation process whereas some other parts of the metal surface, on the other hand, acts as cathodic sites (the tiny cathodes) where cathodic reactions takes place. The ions involved in the

electrode reactions travel via the moist or aqueous surroundings of the metal, thereby completing the electrical circuit.

In your opinion, Why metal in houses along the beach corrode faster than inland houses?

VS
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 Water pipe gets corroded particularly at the joints. Why is it so?

Answer: Why metal in houses along the beach corrode faster than inland houses?

During the rusting process, moist or water surrounding the metal acts as the medium to transfer the ions (salt bridge). The presence of salt speed up corrosion rate water because salt water greatly facilitates ionic conduction.

Water pipe gets corroded particularly at the joints. Why is it so?

In metal, the anodic sites are those areas that have low oxygen concentration. For examples, crevices, contact areas between part and parts covered with dirt. Cathodic sites on the other hand, are those with high oxygen availability where oxygen would get reduced. Anodic sites are where metal is oxidized to ions which mean it is the part that is getting corroded. Hence, for any metal equipment it is easier to corrode at area which has low oxygen concentration.

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Note: Cathodes reactions do not cause any harm to the body of the metal (while the anodic reactions are eating up the metal).

Justification: Students are able to explore the concept beyond the classroom wall and into the phenomena of electrochemical cell experiences in real life situation. Students will read a short article on corrosion first before questions is given. The questions given have enough structure to give students direction but open-ended enough to engage their imaginations, this activity teaches students the application of the concepts in daily life in an enjoyable way.

3.0 CONCLUSION

Science teachers continuously strive to improve their instructional practices to develop an effective instructional model can help students learn fundamental concepts in science. Therefore, the use of coordinated and coherent sequencing of lesson-learning cycles and instructional models intergrated with techology has gained popularity in the science education community. One of the example is the 3E insturctional model. Complementing the aims of science teachers, the 3E instructional model facilitate connections between teachers the curriculum and students. Therefore, we are hopeful that the 3E module develop by using appropriate internet, comunication and technology tools will benefits teachers and encourage more teachers to implement this method in science classroom. Besides, this module will serve as guidance for teacher who is interested to carry out this method to enhance students learning experience.

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4.0 REFERENCES Corrosion of Metal. Retrieved April 4, 2013 http://www.learner.org/courses/envsci/visual/visual.php?shortname=oxidation Lemon battery challenge. Retrieved from April 8, http://www.csiro.au/helix/sciencemail/activities/lemonbattery.html Spontaneous vs. non-spontaneous reaction. Retrieved April, 6, 2013 from

from

2013

from

http://www.youtube.com/watch?v=IHhXJ4RouUE Sirhan, G. (2007). Learning Difficulties in Chemistry: An Overview. Journal of Turkish Science Education. 4 ( 2) , 2-20 Johnstone, A. H. (1999). Teaching of chemistry: Logical or phycological. Chemistry

education: research and practice in europe. 1 (1), 9-15 Talanquer, V. (2011). Macro, Submicro, and Symbolic: The many faces of the chemistry triplet. International Journal of Science Education, 33 (2) 179 195, Retrieved October, 12, 2012 from DOI: 10.1080/09500690903386435 The galvanic cell game. Retrieved April 5,2013 form

http://www.cornell.edu/rct/modul/documents/GalvanicCellGame.pdf Raymond C. (2005). Chemistry. Chemistry in action. McGraw-Hill, New York (8th Ed.) Matriculation Division Ministry of Education. (2011). Chemistry Laboratory Manual Semester 1,2,3 and 4 Two Year Programme. Perak : Tijary Niaga.

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