Objectives (5 - 7 minutes)

Main Objectives:

1. Understand the concept of electrochemical batteries and how they work. This includes understanding the difference between an electrochemical battery and a cell, and how energy is produced in a battery.

2. Identify the main components of an electrochemical battery, including the electrodes, the electrolyte, and the zinc and copper plates. Students should be able to explain the function of each component and how they contribute to energy production.

3. Apply the acquired knowledge to solve simple problems related to electrochemical batteries. This may involve predicting the voltage of a battery, identifying the flow of electrons and ions, or determining the reducing or oxidizing strength.

Secondary Objectives:

• Develop critical thinking and problem-solving skills by analyzing and interpreting data related to electrochemical batteries.

• Foster curiosity and scientific investigation, encouraging students to explore real and practical applications of electrochemical batteries in their daily lives.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students of previous concepts that are essential to understanding electrochemistry and, specifically, batteries. This may include a review of redox reactions, standard reduction and oxidation potentials, and the concept of reaction spontaneity. The teacher can do this through quick questions or a brief summary. (3 - 4 minutes)

2. Problem Situation 1: The teacher presents the following situation: "Imagine you are in an emergency and need to light a bulb, but there is no electricity available. You have copper, zinc, conductive wires, and an acidic solution at your disposal. How could you use these materials to light the bulb?" This will serve to arouse students' interest and prepare them for the topic. (2 - 3 minutes)

3. Contextualization: The teacher highlights the importance of electrochemical batteries in our daily lives, mentioning that they are used in a wide range of devices, from flashlights and watches to cell phones and electric cars. The teacher can then briefly discuss the importance of understanding how batteries work so that students can create innovative solutions to real-world problems. (2 - 3 minutes)

4. Curiosity: The teacher introduces the topic in a more intriguing way by sharing two curiosities:

   • Curiosity 1: "Did you know that the first electrochemical battery, known as the Voltaic pile, was invented in 1800, long before modern batteries? It was made by placing zinc and copper discs separated by pieces of wet cardboard in brine. This invention revolutionized the way we use electrochemical energy." (1 - 2 minutes)

   • Curiosity 2: "Did you know that the batteries we use today, such as those in our cell phones, are actually a set of several grouped electrochemical batteries? This is done to increase the voltage and the duration of the energy the battery can provide." (1 - 2 minutes)

This Introduction should serve to capture students' attention, contextualize the topic, and highlight the relevance and practical application of electrochemical batteries.

Development (20 - 25 minutes)

1. Activity "Building a Battery": (10 - 12 minutes)

   • Materials Needed: Zinc and copper discs, brine or acid solution, copper wires, small LED bulb.
   • Procedure:
     1. In groups of 3 to 4 students, each group receives the necessary materials.
     2. Students must connect the zinc and copper discs with the copper wires, using the brine or acid solution to connect the discs and create an electrochemical reaction.
     3. Once the battery is built, students must connect the LED bulb to the copper wires.
     4. Students should observe if the bulb lights up and discuss why or why not.
     5. The teacher should circulate around the room, assisting the groups and asking questions to guide them in understanding the electrochemical process that is taking place.

2. Activity "Battery Voltage Prediction": (5 - 7 minutes)

   • Materials Needed: Standard reduction potential table.
   • Procedure:
     1. The teacher provides students with a standard reduction potential table for different electrochemical reactions.
     2. The teacher then gives each group a problem situation, for example: "If we had a zinc and copper battery, what would be the battery voltage?" or "If we replaced the zinc with silver in the battery, how would that affect the battery voltage?".
     3. Students should use the table and the knowledge acquired about batteries to predict the battery voltage in the given problem situation.
     4. After a set time, the teacher discusses the answers with the class, clarifies any misunderstandings, and reinforces key concepts.

3. Activity "Electrochemistry in Real Life": (5 - 6 minutes)

   • Procedure:
     1. The teacher asks students, in their groups, to discuss and list examples of applications of electrochemical batteries in their daily lives. For example, watches, flashlights, remote controls, electric cars, etc.
     2. Each group must choose an example and explain in a few words how the electrochemical battery works in that device.
     3. The teacher then asks each group to share their example and explanation with the class. The teacher must ensure that the concept of electrochemical battery is clearly linked to the practical application in each example.

The Development of the lesson should allow students to explore, experiment, and apply the concept of electrochemical batteries in a practical and meaningful way. Group activities encourage collaboration and discussion, while practical activities help solidify the understanding of the concept. The battery voltage prediction activity and the discussion of real-life applications help develop critical thinking skills and an understanding of the relevance of the topic.

Return (8 - 10 minutes)

1. Group Discussion: (3 - 4 minutes)

   • The teacher should ask each group to share their findings and conclusions from the activities carried out in the classroom. Each group will have a maximum of 3 minutes to make their presentation.
   • During the presentations, the teacher should encourage other students to ask questions or make comments, thus promoting an interactive and productive discussion.
   • The teacher should ask targeted questions to ensure that all key points were understood and that the concepts were correctly applied.

2. Connection to Theory: (2 - 3 minutes)

   • After the presentations, the teacher should provide a brief summary of the activities, highlighting how they connect to the theory of electrochemical batteries.
   • The teacher can reinforce key concepts, clarify any misunderstandings that may have arisen during the activities.
   • The teacher can also mention how the practical activities and battery voltage prediction reflect the real-world application of knowledge about electrochemical batteries.

3. Individual Reflection: (2 - 3 minutes)

   • The teacher should propose that students reflect individually on what they learned in today's class. They can do this by answering some questions, such as:
     1. What was the most important concept you learned today?
     2. What questions do you still have about electrochemical batteries?
   • The teacher should encourage students to write down their answers, as this can help them consolidate what they have learned and identify any areas that still need clarification.
   • The teacher can then ask some students to share their answers, thus promoting a final reflection and discussion.

The Return is a crucial part of the lesson, as it allows the teacher to assess students' understanding, clarify any misunderstandings, and provide immediate feedback. In addition, group discussion and individual reflection help students consolidate what they have learned and connect theory with practice.

Conclusion (5 - 7 minutes)

1. Summary of Contents: The teacher begins the Conclusion by summarizing the main points covered during the lesson. This includes the definition of electrochemical batteries, their main components (electrodes, electrolyte, zinc and copper plates), how energy is produced in an electrochemical battery, and how to predict the voltage of a battery. The teacher can use a visual review, such as a whiteboard or slides, to reinforce these concepts. (2 - 3 minutes)

2. Connection between Theory and Practice: The teacher highlights how the lesson connected the theory of electrochemical batteries with practice. This may include references to the activities carried out, such as building the battery and predicting the voltage, and how these activities demonstrated theoretical concepts in a practical and meaningful way. The teacher can also mention how group discussions and individual reflections allowed students to apply their knowledge and develop their critical thinking skills. (1 - 2 minutes)

3. Extra Materials Suggestions: The teacher suggests additional resources for students who wish to deepen their understanding of electrochemical batteries. This may include chemistry books, scientific articles, online educational videos, or electrochemical battery simulations. For example, the teacher may recommend the virtual experiment "Building a Battery" from PhET Interactive Simulations. These resources can be made available to students through the school's online teaching platform. (1 - 2 minutes)

4. Topic Relevance: Finally, the teacher reinforces the importance of the topic for students' daily lives. The teacher may remind students that electrochemical batteries are present in many of their electronic devices, and that understanding how they work can help them make informed decisions about the use and recycling of these devices. The teacher may also mention that knowledge about electrochemical batteries is fundamental in many areas of science and engineering, from medicine to battery technology for electric vehicles. (1 - 2 minutes)

The Conclusion of the lesson serves to consolidate what students have learned, reinforce the connection between theory and practice, provide resources to deepen understanding, and highlight the relevance of the topic. This helps ensure that students leave the lesson with a clear and comprehensive understanding of the subject.