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    Gen Chem - Module 11 - Mini Lab Activity

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    Clifford Garcia
    The student completed a mini-lab activity involving a galvanic cell. They drew a diagram of the cell, labeling the anode and cathode and showing electron and ion flow. They also wrote the oxidation and reduction half-reactions, the overall cell reaction, and the cell notation and potential. The student's work showed an understanding of the concepts and procedures involved.

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    © All Rights Reserved
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    Gen Chem - Module 11 - Mini Lab Activity

    Uploaded by

    Clifford Garcia
    38 views3 pages
    The student completed a mini-lab activity involving a galvanic cell. They drew a diagram of the cell, labeling the anode and cathode and showing electron and ion flow. They also wrote the oxidation and reduction half-reactions, the overall cell reaction, and the cell notation and potential. The student's work showed an understanding of the concepts and procedures involved.

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    The student completed a mini-lab activity involving a galvanic cell. They drew a diagram of the cell, labeling the anode and cathode and showing electron and ion flow. They also wrote the oxidation and reduction half-reactions, the overall cell reaction, and the cell notation and potential. The student's work showed an understanding of the concepts and procedures involved.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    38 views3 pages

    Gen Chem - Module 11 - Mini Lab Activity

    Uploaded by

    Clifford Garcia
    The student completed a mini-lab activity involving a galvanic cell. They drew a diagram of the cell, labeling the anode and cathode and showing electron and ion flow. They also wrote the oxidation and reduction half-reactions, the overall cell reaction, and the cell notation and potential. The student's work showed an understanding of the concepts and procedures involved.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Name: _GARCIA, Clifford G._______ Section: _11 – St.

    Paul The Apostle _

    MINI-LAB ACTIVITY

    Do what is asked in the task below. Show your complete solution. Write your answer on the space
    provided.

    Co(s) is the anode (in left beaker) in a solution of Co(NO 3)2, Cu(s) is the cathode (in right beaker) in a
    solution of Cu(NO3)2. The salt bridge (NaNO3) connects the two solutions to make electrons flow from the
    anode to the cathode.

    1. Draw the galvanic cell, labeling the anode and cathode and showing the direction of electron and ion
    flow in a short bond paper. Take a photo of your drawing and paste it on the space provided.

    2. Write the oxidation half-reaction.

    Co(s)  Co+2(aq) + 2e-


    3. Write the reduction half-reaction.

    Cu+2 (aq) + 2e-  Cu(s)


    4. Write the overall cell reaction.

    Co(s) + Cu+2 (aq) Co+2(aq) + Cu(s)


    5. Write the overall cell notation.

    Co(s) | Co+2 (aq) || Cu+2(aq) | Cu(s)


    6. Write the overall cell potential.

    E° = 0.62 V

    Rubric for scoring item number 1


    Criteria Advanced PROFICIENT Developing In Progress
    (4) (3) (2) (1)
    The drawing is planned The drawing is planned The drawing shows little The drawing shows no
    Composition/ carefully; understanding of all carefully; understanding of evidence of understanding understanding of the
    Design/ concepts and instructions is most concepts and the concepts and concepts and
    Planning clearly demonstrated. instructions is instructions. instructions.
    demonstrated.
    The drawing demonstrates a The drawing demonstrates The drawing demonstrates The drawing
    challenging level of production a satisfactory level of a basic level of attention to demonstrates very little
    Creativity/ Challenge
    and creativity as well as production and creativity production, creativity, and attention to production,
    outstanding problem-solving as well as logical problem- problem-solving skills. creativity, and problem-
    skills. solving skills. solving skills.
    The student put forth The student put forth the The student put forth The student put forth
    extraordinary effort to complete effort required to complete limited effort required to minimal or no effort; or
    the activity as well as possible; the activity well; used class finish the activity; use of the activity was not
    Work ethic/Effort
    used class time extremely well. time well. class time does not reflect completed; class time
    the student’s ability and was not used well.
    potential.
    Rubric for scoring items 2 to 6.
    Criteria Advanced PROFICIENT Developing In Progress
    (4) (3) (2) (1)
    The student was able to follow The student was able to The student was able to The student was not able
    Concept and the correct procedures in follow few correct follow some correct to follow all the correct
    Application solving the problem. procedures in solving the procedures in solving the procedures in solving the
    problem. problem. problem.
    The student’s work is clear, The student’s work is The student’s work is The student’s work is
    Presentation detailed, well-organized and detailed, organized and slightly -organized and confusing and hard to
    easy to follow. easy to follow. quite hard to follow. follow.
    The student was able to solve The student was able to The student started the The student was not able
    the problem completely and solve the problem calculations but either left to answer the problem
    accurately. completely but there are out steps or made some correctly and made a lot
    Accuracy few errors. errors. of errors.

    Rubric for Scoring Punctuality


    Criteria Advanced PROFICIENT Developing In Progress
    (4) (3) (2) (1)
    Submitted the output on or
    Punctuality
    before the deadline.

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