COURSE: Grade 12 Chemistry, University Preparation Level
Unit of Study: Electrochemistry
Summary: The focus of this
unit is to demonstrate an
understanding of redox
reactions in terms of the
electron transfer and change in
oxidation number. Students
will learn the functioning of
Curriculum: What will students learn?
the components in electric
cells. They will learn about
corrosion as an electrochemic-
al process and corrosion
inhibiting techniques. They
will perform experiments on
redox reactions and know how
to balance these reactions.
They will know how to predict
the spontaneity of the reaction.
They will be able to describe
examples of common galvanic
cell and evaluate their
environmental and social
impact. .
1
COURSE CODE: SCH4U
Overall Expectations:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the
four areas
of skills (initiating and planning, performing and recording, analysing and interpreting,
and communicating);
A2. identify and describe careers related to the fields of science under study, and describe
the contributions of scientists, including Canadians, to those fields.
F1. analyse technologies and processes relating to electrochemistry, and their implications
for
society, health and safety, and the environment;
F2. investigate oxidation-reduction reactions using a galvanic cell, and analyse
electrochemical
reactions in qualitative and quantitative terms;
F3. demonstrate an understanding of the principles of oxidation-reduction reactions and
the many
practical applications of electrochemistry
Key Questions:
- What is electrochemistry?
- What are the two main aspects of electrochemistry?
- Give one example of each from real life.
- How does electrochemistry affect health, environment, health and society?
The basic understanding of oxidation and reduction is the key idea in this unit. When
teaching the redox reactions, be sure to draw attention to the concept that the type of
chemical reaction depends on the nature of the reactants (i.e. metal loses electron/s and
non-metal gains electron/s).
 Designing the Learning
Note: A Day is one 75 minute period.

Learning Skills (LS) Key:

R = Responsibility, O = Organization, IW = Individual Work, C = Collaboration, I = Initiative, SR = Self-Regulation
The timeliness of all submissions (within timelines appropriate to the needs of individual students) and behavior in particular activity
will be considered as part of the Responsibility skill.

Cluster/Topic Day Concept/Subtopic with Learning Goals Teaching & Learning Assessment (A) and Expectation
for Each Lesson Strategies Evaluation (E); s Addressed
Learning Skills
Assessment
Overview and 1 Introduction: After giving an overview of Whole-Class Brainstorm on (A: Diagnostic) F2.1
Introduction the unit, lesson begins by introducing the oxidation and reduction brainstormed
to oxidation concepts of oxidation and reduction. reaction and their example responses. Questions
and reduction from daily life. regarding
reactions demonstration.
By the end of the lesson, students will be Lecture on oxidation and
able to explain “what are oxidation and reduction reactions, net ionic LS
reduction reactions?” reactions, spectator ions, SR and R (during
oxidized ion, reduced ion. demonstration)
MEMORY TIP: LEO the
lion says GEO (Note: see also
DEMONSTRATION: evaluation plan
Oxidation of Glycerin by regarding
Potassium Permanganate - An assessments and
easy and dramatic evaluations)
demonstration of a redox
reaction.
Reading text from Nelson
Chemistry 12 University
Preparation textbook (pg 652-

2
 656, YEAR 2003)
Oxidation Determining oxidation numbers and how to Lecture on oxidation (A) On the basis of F2.1
numbers and represent them (with + or – signs) numbers and states. practice sheet
Redox responses A1.12
Reactions By the end of the lesson, students will be Practice Sheet 1 on
LS
able to determine oxidation numbers of determination of oxidation
IW (during practice
species in ions, and molecules. number
sheets)

2 Recognizing Redox Reactions Watch video on oxidation and (A)Student responses F2.1
reduction of Ag and S. during SMART F2.2
By the end of the lesson, students will be Board and board
able to (http://www.youtube.com/wat work A1.12
- Recognize redox reactions. ch?v=a6RR4kPsnlE) (A) On the basis of
- Explain oxidation in term of Lecture (brief): includes Practice sheet 2
electron change. introduction of redox (E) Assignment sheet
- Explain reduction in term of reactions, examples of redox 1
electron change. reactions from physical and
- Define and identify oxidizing and biological systems. LS:
reducing agents. Review of examples using C, SR and R (during
- Define and identify substance being SMART Board lessons on research work)
oxidized and reduced. redox reactions IW (during practice
- Write examples of redox reactions. (http://exchange.smarttech.co sheets)
m/details.html?id=2d03db06-
a962-49a5-a3e6- Homework:
6b6885629699) and board assignment sheet 1
examples of redox reactions (for homework)

Practice sheet 2 (for class

work) on redox reactions.

Students in a group of 4 will

do research on “what is the

3
 difference in operation
between the Breathalyzer and
Intoxilyzer and what their
importance in police force is?
How redox reactions are
involved?

Reading text from Nelson

Chemistry 12 University
Preparation textbook (pg 657-
663, Year 2003)

Oxidation 3 Balancing Redox Equations using (A) Handprint: F2.1

Number Oxidation number method Lecture and chalk board Draw your handprint. F2.2
Method work In each finger, write F2.3
Practice sheet 3 (for class one thing learned F3.1
By the end of the lesson, students will be work) on balancing of redox today.
able to: reactions using oxidation (A) On the basis of
- Write steps for balancing redox number method. Practice sheet A1.1
reactions using oxidation number A1.8
method. LS: A1.12
- Write word and balance redox reactions Reading text from Nelson SR (during chalk
using oxidation number method. Chemistry 12 University board work)
Preparation textbook (pg 664- IW (during practice
668, Year 2003) sheets)
Half-Reaction 4 Balancing Redox Equations using Half- (E) QUIZ F2.1
Method Reaction Method Lecture and chalk board F2.2
work (A) On the basis of F2.3
Practice sheet 4 (for class Practice sheet F3.1
By the end of the lesson, students will be work) on balancing of redox (E) assignment sheet
able to: reactions using Half-Reaction (for homework)
- Write steps for balancing redox Method. (A) FLAG IT A1.1
reactions using Half-Reaction Method. (Students will use A1.8

4
 - Write word and balance redox reactions Reading text from Nelson this strategy to help A1.12
using Half-Reaction Method Chemistry 12 University them remember
(Note: short quiz at start of class Preparation textbook (pg 668- information that is
relating find the missing step in 673, Year 2003) important to them.
balancing the Redox Reactions using They will “flag” their
oxidation number method and balance ideas on sticky notes
the given redox reaction). or flag die cut. They
will write some
important points
regarding balancing
of reactions).
LS:
SR (reflection
question on quiz
related to level of
readiness and steps
taken/to improve; be
sure you have made
note of students who
have sought extra
help in/outside of
class to this point)
(B) IW (On the basis
of Practice sheet)

Homework:
assignment sheet 2
(for homework)

Predicting 5 Teacher Demonstrations: Lecture (brief) (A) Safe and Lab:

Redox Zn strip dip in CuSO4 solution: blue color Students will watch appropriate lab F2.2

5
reactions of the CuSO4 solution will fade in some simulation on activity series technique; chart of F2.3
time. online results/observations F3.1
Cu strip dip in ZnSO4 solution: No (http://group.chem.iastate.edu
reaction. /Greenbowe/sections/projectf (A) Class discussion A1.2
older/flashfiles/redox/home.ht of findings A1.4
ml) A1.5
Students in small groups LS: A1.6
perform small experiments R, O, C and SR A1.7
By the end of the lesson, students will be to investigate relative (manages own A1.8
able to: reactivity of metals. behavior during lab) A1.9
- Use experimental results to identify Building Redox Table: C, SR, R and I A1.10
trends in the reactivity of the metal. Several groups of (works well with lab A1.11
- Arrange different metals in the order of experimental evidence are partner; shares space A1.12
decreasing reactivity (activity series) combined to make one larger and resources with
- Predict the spontaneity of the redox table. other groups) Discussion
reactions on the basis of their experimental
results. Reading text from Nelson A1.9
Chemistry 12 University A1.11
Preparation textbook (pg 668-
673, Year 2003)

Students in a group of 4 will

discuss “When aluminum
pots are used for cooking,
small pits often develop in the
metal. Use your knowledge of
redox reactions to explain the
formation of these pits.
Suggest why this might be a
slow process.”

6
Electrochemi- 6 Electrochemical Cells, their design, Lecture on Electrochemical (A) Think-Pair- F2.5
cal Cells working and properties Cells, their design, working Share responses F3.2
and properties
(A) Create flashcard
View simulation of for Electrochemical A1.7
Electrochemical Cells online Cell. A1.8
By the end of the lesson, students will be http://group.chem.iastate.edu/ A1.10
able to: Greenbowe/sections/projectfo LS: A1.11
- describe electrochemical cells lder/flashfiles/electroChem/vo I (participates in A1.12
- define anode and cathode ltaicCell20.html predict-observe-
- Explain internal and external circuit. explain with a
- write and balanced chemical equations Think-Pair-Share Predict- positive attitude; does
occurring at anode and cathode Observe-Explain: What do not just wait for
- explain the function of salt bridge they need to design answers to be given)
- write cell notation Electrochemical Cells?
- list properties of Electrochemical Cells
Reading text from Nelson
Chemistry 12 University
Preparation textbook (pg 695-
700, Year 2003)

7
Standard 7 Standard Cells, Electrode Potentials. Lecture and some learning (A) “Every pupil
Cells and Calculation of Standard electrode tips. response” responses F2.6
Electrode potentials. (E) Assignment sheet F3.3
Potentials Calculation of cell potential under non- Every pupil response: Each 3 responses F3.4
standard conditions pupil receives a pink and (LS)
yellow card. Each color I (during EVERY A1.12
Predicting the spontaneity of the redox represents a specific response. PUPIL RESPONSE) A1.13
reaction on the basis of Standard cell Students raise the card to SR (maintain
potential. provide the correct response discipline in the class
to a teacher directed question during the activity)
Practice of numericals.
(see Resources).

Reading text from Nelson Assignment sheet 3

Chemistry 12 University responses (for
Preparation textbook (pg 701- homework)
By the end of the lesson, students will be 707, Year 2003)
able to
- calculate standard cell potential
- predict the spontaneity of the redox
reaction on the basis of their
calculations
- know how to build a galvanic cell and
measure its cell potential
- describe galvanic cells in terms of
oxidation and reduction half-cells
whose voltages can be used to
determine overall cell potential.

8
Lab on 8 Quiz before the commencement of the Students perform lab to build (E) Quiz and lab F2.1
Electrochemi- practical lab on standard cell potential. several galvanic cells and reports F2.4
cal cells Lab Activity: The purpose of this activity write out the two half- F2.5
is to build a galvanic cell and measure its reactions for each (A) Safe and F3.2
cell potential electrochemical cell they appropriate lab F3.3
created. technique, chart of F3.5
By the end of the lesson, students will be results and
able to: observations. A1.2
- build a galvanic cell and measure its cell A1.4
potential. A1.5
-draw well labeled diagrams of the LS: A1.6
galvanic cell showing half-cell reactions, SR,R, IW (manages A1.8
the direction of electron flow, anode own behavior during A1.11
,cathode, the cell potential and the lab) A1.12
direction of ion movement. O (organize their lab A1.13
-explain some applications of report in an effective
electrochemistry in common industrial manner)
processes. C (works well with
lab partner; share
space and resources
with other groups)

9 Test on all the topics studied so far (1hour (E) On the basis of
Cells and duration) test.
batteries LS:
R and SR (not to
copy during test)

9
 Basic cell design and properties Lecture (brief) (A) Students’ A1.1
(remaining time period) Teacher will ask the students responses F3.2
about electrochemical cells LS:
and will proceed to batteries. I ( to answer
By the end of the lesson, students will be teacher ’s questions)
 Able to define batteries.
 Differentiate batteries and cells
 Differentiate between electric current
and voltage.
 Enlist differences between primary and
secondary cells.
10 (A) on the basis of F1.1
Lecture contd. (on fuel cells, The Ballard Lecture on different types of students’ finding F1.2
Fuel Cell, Aluminum-Air Cell, Large – Consumer, Commercial and F3.5
Scale Commercial and Industrial Fuel Industrial Cells. LS:
Cells) R (manages own
Reading text from Nelson behavior during A1.1
Chemistry 12 University research) A1.3
By the end of the lesson, students will be Preparation textbook (pg 685- A1.7
694, Year 2003) A1.9
 State advantages and disadvantages of A1.10
fuel cells, The Ballard Fuel Cell,  Students will watch movie A1.11
Aluminum-Air Cell, Large – Scale on fuel cells
Commercial and Industrial Fuel Cells. (http://www.youtube.com/
 Explain the viability of using watch?v=oy8dzOB-Ykg)
electrochemical technologies as and research on using
alternate source of energy. electrochemical
 Describe their potential impact on technologies as alternate
society and the environment. source of energy and find
their potential impact on
society and the

10
 environment. ( students
can use library books,
computers, magazines etc)

11 Contd. Research on the same topic and Take students to library or (A) Rough notes A1.3
submit their lab reports on the following computer lab; call students up (present, thorough, A1.7
queries: individually to discuss how documented, A1.9
 What are the social impacts of the their research is going organized) A1.10
batteries?
 What are the possible environmental LS: F1.1
impacts of the battery? O, SR (research notes F1.2
 How can electrochemical technologies organized, student
be used as alternate source of energy? has started research
 How should these batteries be and has a plan for
discarded to protect the environment? continuing)

IW (makes good use

of research
opportunity)

Developing an 12 Planning the design of an electric cell Students will use aluminum (A) Work posted by F2.1
Electric Cell from used aluminum soft-drink can or soft-drink can or any other pairs for gallery walk F2.2
any other metal can metal can both as a container F2.3
and one of the electrode. LS: F2.4
By the end of the lesson, students will be All pairs in class do same C (working with F2.5
able to product, then gallery walk to partner and F3.2

11
  Know how to use a technological see if there are differences— constructively
problem-solving (trial-and-error) or errors! Repeat with 1 or 2 critiquing work of A1.2
approach to construct a working more products. (not other pairs) A1.4
electric cell with the highest possible procedure…just choosing A1.5
voltage. starting substances and A1.6
writing the word equations A1.8
and balanced redox equations) A1.11
A1.12
A1.13

13 Corrosion particular rusting of iron Students will watch video on (A) Students’ F3.6
Corrosion Factors accelerating the rate of corrosion responses on
corrosion (http://www.youtube.com/wat questions related to
Methods of prevention ch?v=-oAdk038mIQ) videos and during
Teacher will pause the video lecture A1.1
before showing the final A1.8
At the end of the lesson, students will be results in the three test tubes A1.12
able to and lead to whole class LS:
 Define corrosion discussion to predict in which I (to answer
 Explain corrosion in terms of test tube corrosion occurs. teacher ’s questions)
electrochemical process
 Enlist factors affecting the rate of Lecture
corrosion
 Describe corrosion inhibiting Teacher will show videos to
techniques students on corrosion
inhibiting techniques so that
they can understand the
techniques in more effective
manner
(http://www.youtube.com/wat
ch?feature=endscreen&v=XB
cEORZOREc&NR=1)
(http://www.youtube.com/wat

12
 ch?v=khGuPU8zYTE)

Reading text from Nelson

Chemistry 12 University
Preparation textbook (pg 710-
714, Year 2003)

Story so far!! 14 Whole-class discussion on (A) Monitor

Review on Redox reactions and problems and doubts questions students
Electrochemistry ask during classroom F2.1
Chalk board Quiz and Self discussion and Chalk F2.3
(No new learning goals; consolidating and quiz and Review -Nelson board quiz F2.6
strengthening previous concepts) Chemistry 12 University F3.1
Preparation textbook (pg 725- (A) Students do self- F3.3
727, Year 2003) quiz and review
section of text (p.
Work time: Students may 725-727); assess
choose to review individually, questions asked by
in pairs or in small groups students as they work

LS:
IW (use of review
time)
C (depending on
student’s choice of
grouping)
SR (student seeks
clarification as
needed and
perseveres instead of
giving up)
Culminating 15, Summative; no new learning goals. (E) Culminating
Activity 16 activity

13
 LS:
IW, R
Unit Test 17 Summative; no new learning goals. (E) Unit Test

LS:
R and SR (during
test)

Accommodations for ELL:

 By having access to computers and internet, students will have access to different translational services (e.g. Google Translate)
and explanatory dictionaries (e.g. Wiki) which will help them understand asked requirements.
 A Teacher Assistant (if available), might be invited to help with the activities and text.
 Arranging groups in such a way that ELL students can be together with English proficient student, who can speak their
language too.
 Translating or illustrating Lab safety instructions (and operating instructions for apparatuses and reagents) with little amount of
writing.
 Simplifying the language of procedural writing and handouts.

Special needs student accommodations

 An educator or Teacher Assistant (if available) who have knowledge and / or experience in dealing with special needs students
might be invited to help in the activity.
 As much as possible, creating groups such that all members feel comfortable with each other.
 Illustrating lab safety with little amount of writing and more pictures.

14
  Providing additional time
 Simplifying the language of procedural writing

Resources
 http://www.youtube.com/watch?v=a6RR4kPsnlE
 http://exchange.smarttech.com/details.html?id=2d03db06-a962-49a5-a3e6-6b6885629699
 http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/redox/home.html
 http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/electroChem/voltaicCell20.html
 http://www.youtube.com/watch?v=oy8dzOB-Ykg
 http://www.youtube.com/watch?v=-oAdk038mIQ
 http://www.youtube.com/watch?feature=endscreen&v=XBcEORZOREc&NR=1
 http://www.youtube.com/watch?v=khGuPU8zYTE
 http://www.saskschools.ca
 Nelson Chemistry 12 University Preparation textbook (Unit 5, Chapter9, Year 2003)
 Practice sheet1
 Practice sheet 2
 Practice sheet3
 Practice sheet4
 Every Pupil response
 Assignment sheet 1
 Assignment sheet 2
 Assignment sheet 3

15
 EVERY PUPIL RESPONSE

1. Hydrogen has oxidation potentials of 0.

2. What does the standard reduction potential measure

3. The standard oxidation potential is not much like the standard reduction potential.

4. The standard reduction cell potential and the standard oxidation cell potential can never be combined.

5. What conditions must be met for a potential to be standard?

6. Based on the activity series, which species will be oxidized and reduced: Zn2+ or H+.

7. The standard reduction potential of Fe3+ is +0.77V. What is its standard oxidation potential?

Pink Card Yellow Card

1. True False

2. The tendency for a given chemical species to be The tendencies for a given chemical species to
reduced. be oxidized.

3. True False

4. True False

5. T=298K, P=1 atm, M=1M T=398K, P=2atm, any conc. of solution

16
6. H+ is reduced while Zn2+ is oxidized. Zn2+ is reduced while H+ is oxidized.

7. -0.77V +0.77V

17
 Electrochemistry
Practice Sheet 1: Oxidation Numbers and Redox Reactions

1. Determine the oxidation number of each element in the following compounds.

Rules: 1. Pure elements have an oxidation number of 0

2. If the compound is an ionic compound, the oxidation number for
each element is the ion’s charge
3. The oxidation number of hydrogen in a compound is +1
4. The oxidation number of oxygen in most compounds is –2
(peroxides are the exception; in peroxides oxygen has an oxidation
number of –1)
5. The sum of the oxidation numbers in a compound is zero.
6. The sum of the oxidation numbers in a polyatomic ion is equal to
the ion charge.

Hint Oxidation Numbers for each Element

a. SnCl4 Rule 2 Sn Cl

b. Ca3P2 Rule 2 Ca P

18
 c. SnO Rules 4, 5 Sn O

d. Ag2S Rule 2 A S
g

e. HI Rule 3, 5 H I

f. N2H4 Rule 3, 5 N H

g. Al2O3 Rule 4, 5 Al O

h. S8 Rule 1 S

i. HNO2 Rules 3, 4, H N O
5

j. O2 Rule 1 O

k. H3O+ Rules 3, 4, H O
6

l. ClO3- Rules 4, 6 Cl O

m S2O32- Rules 4, 6 S O
.

n. KMnO4 Rules 4, 5, K Mn O
6

19
 o. (NH4)2SO4 Rules 4, 5, N H S O
6

2. Determine the oxidation number of carbon in each of the following compounds:

a. methane, CH4 b. formaldehyde, CH2O

c. carbon monoxide, CO d. carbon dioxide, CO2

20
 Electrochemistry
Practice Sheet 2: Recognizing Redox Reactions

1. For each of the following reactions, complete the summary table below the equation. If an element does not undergo any change,
leave the last two columns blank

a. 4 HCl + O2  2 H2O + 2 Cl2

e-
Initial Final Oxidized or
element gained Agent
Ox. No Ox. No. reduced
or lost

H 

Cl 

O 

b. 4 Al(s) + 3 O2(g)  2 Al2O3

21
 e-
Initial Final Oxidized or
element gained Agent
Ox. No Ox. No. reduced
or lost

Al 

O 

c. Fe(s) + SnCl2(aq)  FeCl2(aq) + Sn(s)

e-
Initial Final Oxidized or
element gained Agent
Ox. No Ox. No. reduced
or lost

Fe 

Sn 

Cl 

22
 Electrochemistry
Practice Sheet 3: Balance Redox Reactions Using Oxidation Number Method

Balance the following redox reactions using the oxidation number method.

a. SnCl2 + HgCl2 → SnCl4 + HgCl

balance for electrons

Total
initial final change Coefficient
e-

Sn → × =

Hg → × =

Answer:

b. HNO3 + H2S → NO + S + H2O

balance for electrons

initial final change Coefficient Total e-

N → × =

23
 S → × =

Answer:

c. NaClO + H2S → NaCl + H2SO4

balance for electrons

Total
initial final change Coefficient
e-

Cl → × =

S → × =

Answer:

d. CdS + I2 + HCl → CdCl2 + HI + S

Because one of the atoms undergoing oxidation or reduction has a subscript (I2) we will account for the number of atoms of
each element when preparing our summary chart:

balance for electrons

24
 no. No. Total
initial final change Coefficient
atoms e- e-

S → × =

I → × = × =
(in I2)

Answer:

25
 Electrochemistry
Practice Sheet 4: Balance of Redox Reactions

1. Balance the following half-reactions for both atoms and electrons by adding the appropriate number of electrons to the
correct side of the equation. Also identify each as either an oxidation or reduction.

Oxidation
Add electrons to the equation or
Reduction?

a. Pb2+ → Pb

b. Cl2 → Cl-

c. Fe3+ → Fe2+

d. N2O + H2O → NO + H+

2. Break each equation into two half-reactions. Identify each half-reaction as oxidation or reduction.

a. Cu + 2 H+ → Cu2+ + H2

oxidation

reduction

26
b. 2 Al + 3 S → Al2S3

oxidation

reduction

3. Balance the following equation using the half-reaction method.

a. Na + Br2 → NaBr

Step 1 Step 2 Step 3

Add the half-reactions,

Write the two balanced replacing any spectator
half-reactions, removing Balance for electrons ions that were removed
any spectator ions: and/or recombining
compounds

add together:

reform compound:

27
 Assignment Sheet 1
Redox Reaction and Electrochemistry
(Oxidation Number)

1. Define oxidation and reduction.

2. Determine the oxidation number of nitrogen in each of the following compounds:

a. NH3

b. NO2

c. Ca3N2

d. NI3

3. Determine the oxidation numbers of the requested element in the following compounds:

a. S in SO2

b. Mn in MnO2

c. Cr in Cr3+

d. S in SO42-

e. B in H3BO3

f. O in Na2O2 (hint: this is a peroxide)

4. Determine the oxidation of each element in (NH4)2CO3

5. The following reactions are not complete reactions. Determine if each of the following changes is an oxidation, a reduction,

28
 or neither:

a. SO32- → SO42-

b. CaO → Ca

c. CrO42- → Cr2O72-

d. 2 I- → I2

6. For each of the following reactions, complete the summary table below the equation. If an element does not undergo any
change, leave the last two columns blank. Also provide the formula of the oxidizing or reducing agent. An example is
shown.

a. CuO + H2 → Cu + H2O

e-
Initial Final Oxidized or Oxidizing or
element gained or
Ox. No Ox. No. reduced Reducing Agent
lost

Cu +2 → 0 gain 2 reduced oxidizing agent - CuO

O →

H →

b. CH4 + 2 O2 → CO2 + 2 H2O

e-
Initial Final Oxidized or
element gained Agent
Ox. No Ox. No. reduced
or lost

C →

29
 H →

O →

7. Not all of the following reactions are redox reactions. Place a check mark in the appropriate column for each reaction.

Redox Not Redox

a. Na2S + FeCl2 → 2 NaCl + FeS

b. 2 Na + 2 H2O → 2 NaOH + H2

c. 2 KClO3 → 2 KCl + 3 O2

d. SO2 + H2O → H2SO3

e. 2 Al + 6 HCl → 2 AlCl3 + 3 H2

30
 Assignment Sheet 2
Redox Reaction and Electrochemistry
(Balance Redox Reactions)
1. Balance the following reactions using the oxidation number method.

a. NaClO + H2S → NaCl + H2SO4

b. Sn + HNO3 + H2O → H2SnO3 + NO

c. K2Cr2O7 + SnCl2 + HCl → CrCl3 + SnCl4 + KCl + H2O

Balance the following half-reactions. Be sure to balance for atoms first, then balance for charge by adding electrons to the
2.
appropriate side of the equation. Also identify each as either an oxidation or reduction.

a. Br2 → Br-

b. Fe2+ → Fe3+

c. MnO4- + H+ → Mn2+ + H2O

3. Break each equation into two half-reactions. Identify each half-reaction as oxidation or reduction.

a. 2 K + I2 → 2 KI

b. 2 Br- + F2 → Br2 + 2 F-

4. Balance the following reactions using the half-reaction method.

a. Na + Br2 → NaBr

b. CrO42- + H+ + Cl- → Cr3+ + Cl2 + H2O

31
 Remember to balance for atoms before adding electrons to balance for charge!

5. Balance the following reactions using either the oxidation number method or the half-reaction method.

a. NO + As + H2O → N2O + HAsO2

b. Ce4+ + I- + OH- → Ce3+ + IO3- + H2O

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 Assignment Sheet 3

Redox Reactions and Electrochemistry

Standard Cell and Cell Potential

For questions 1 to 3, two half-cells are connected under standard conditions to make an electrochemical cell.
For each:

a. Write the equation for each half-reaction that will occur

b. Label each half-reaction as oxidation or reduction
c. Calculate the voltage of the electrochemical cell
d. The net overall balanced redox equation.
e. Diagram the cell, clearly indicating the following
 the electrodes in appropriate electrolytic solutions
 label each electrode as anode or cathode
 label each electrode as positive post or negative post
 diagram the flow of electrons through the external circuit
 a salt bridge with appropriate electrolytic solution
 flow of ions from the salt bridge to the two half-cells

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STANDARD REDUCTION POTENTIALS FOR HALF-REACTIONS
Ionic concentrations are a 1 M in water at 25C

Half-reaction E (Volts)

Au3+ + 3e-  Au(s) ............................................................. +1.50

Cu+ + e-  Cu(s) ................................................................... +0.52
Pb2+ + 2e-  Pb(s) ............................................................. -0.13
Fe2+ + 2e-  Fe(s) .............................................................. -0.44
Cr3+ + 3e-  Cr(s) ............................................................... -0.74
Al3+ + 3e-  Al(s) ................................................................ -1.66
Mg2+ + 2e-  Mg(s) ........................................................... -2.37
Rb+ + e-  Rb(s) ................................................................... -2.98

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1. iron-iron(II) ion (Fe|Fe2+) and lead-lead(II) ion (Pb|Pb2+)

2. chromium-chromium(III) ion (Cr|Cr3+) and rubidium-rubidium ion (Rb|Rb+)

3. copper-copper(I) ion (Cu|Cu+) and aluminum-aluminum ion (Al|Al3+)

4. An electrochemical cell is created using gold and magnesium half-cells. Determine which half-cell will
undergo oxidation and which will undergo reduction, identify anode and cathode, and calculate they
voltage for the cell. You do not need to diagram the cell.

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