Teacher's Guide April 2024

Teacher’s Guide

April 2024

April Teacher’s Guide Introduction...........................2

Save It for Later: Batteries Keep Us Energized..........4

How Did the Battery Get Its Name?........................14

Lithium: The 21st Century Gold Rush......................24

The Earth’s Chemical Fingerprint.............................34

www.acs.org/chemmatters

April Teacher’s Guide Introduction

Lesson Ideas

For each of the articles, encourage students to think about how science is done, how we know what we know,

and how chemistry connects to their lives.

Teaching Ideas for this issue:

1. “Chemistry in Pictures” on page 2 shows a photograph of the displacement of copper metal by silver

ions. If possible, demonstrate the reaction for your students. Ask them what we can learn about the

chemistry of metals from this reaction.

2. “Open for Discussion” on page 4 discusses the meaning of sustainability, and historic sustainability

policies employed by indigenous people of the Americas. Ask students what role chemistry can play in

future efforts to balance society’s needs and wants with Earth’s finite resources. You may want to refer

to this article after students read the article about lithium mining on pages 11-14.

3. The “Chemistry in Person” column on page 19 showcases Nobel Laureate M. Stanley Whittingham, who

was awarded the Nobel Prize in Chemistry for his work to develop lithium-ion batteries. Encourage

students to read the interview to learn what he is doing now to address sustainability and make

chemistry more relevant.

4. This issue of ChemMatters relates well to the Chemists Celebrate Earth Week theme: Get a Charge Out

of Chemistry. You can find more information and teaching ideas at

https://www.acs.org/education/outreach/ccew.html

. In particular, the CCEW 2024 issue of “Celebrating

Chemistry” (https://www.acs.org/education/outreach/celebrating-chemistry-editions.html ) is a good

reference for chemistry students as they read the articles in this issue, even though the information is

aimed at students in middle school.

5. Note: Safe battery disposal is not specifically addressed in this issue, but students may have questions.

In most municipalities, disposal of regular alkaline batteries (such as AAA, AA, C, D, 9V) in the regular

trash is OK, in others recycling is encouraged. One activity could be to have students research the local

regulations and raise awareness among their peers regarding proper disposal of non-rechargeable

alkaline batteries. With respect to rechargeable batteries, these should always be taken to a hazardous

waste disposal site because they pose a fire hazard.

6. Assign a team of students to read each feature article, then present what they learned in a podcast,

PowerPoint or similar presentation, poster or brochure, or some other engaging format.

○ Prior to reading the article, give students the Anticipation Guide for the article along with the

graphic organizer and links to other information provided.

○ Be sure to ask students to include information providing evidence for the claims made in the

article.

7. Alternatively, students can create concept maps about the important chemistry concepts in the article

they choose.

5E Lesson Ideas for individual articles:

Engage Provide the Anticipation Guide or ask a thoughtful question (see the individual Teacher’s

Guide for each article) to engage students in the reading. Students should record their

initial ideas individually, in pen, so they can’t be erased. Students can then discuss their

initial ideas in small groups or as a whole class.

Explore Students read the article to discover more about the concepts in the article. During this

phase, students will revisit their beginning ideas and record how the information in the

article supports or refutes their initial ideas, providing evidence from the article.

Explain Students answer questions and/or complete the graphic organizer provided for each

article, then discuss their learning with their classmates. Students should recognize the

evidence for the claims made in the articles, and how the evidence supports the claims.

Elaborate Students can pose questions for further study.

For some articles, there are related ACS Reactions videos students can watch to learn

more about the concepts presented. See the individual Teacher’s Guide for each article to

learn more.

Evaluate Students write a short summary of what they learned that describes how it connects to

their lives. Students may also present their learning to their classmates or others.

Teacher’s Guide

Save It for Later: Batteries Keep Us Energized

April 2024

Table of Contents

Anticipation Guide 5

Activate students’ prior knowledge and engage them before they read the article.

Reading Comprehension Questions 6

These questions are designed to help students read the article (and graphics) carefully. They can help

the teacher assess how well students understand the content and help direct the need for follow-up

discussions and/or activities. You’ll find the questions ordered in increasing difficulty.

Graphic Organizer 8

This helps students locate and analyze information from the article. Students should use their own

words and not copy entire sentences from the article. Encourage the use of bullet points.

Answers 9

Access the answers to reading comprehension questions and a rubric to assess the graphic organizer.

Additional Resources 12

Here you will find additional labs, simulations, lessons, and project ideas that you can use with your

students alongside this article.

Chemistry Concepts and Standards 13

Anticipation Guide

Directions: Before reading the article, in the first column, write “A” or “D,” indicating your Agreement or

Disagreement with each statement. Complete the activity in the box.

As you read, compare your opinions with information from the article. In the space under each statement, cite

information from the article that supports or refutes your original ideas.

Text

Statement

1. Solar powered chargers depend on batteries to store energy.

2. Batteries that store energy for as long as two weeks may be the size of a car.

3. About one-third of the energy produced worldwide is lost before reaching the

consumer.

4. Both electrolytic cells and voltaic cells are electrochemical cells.

5. Electrolytic cells work spontaneously.

6. Disposable batteries can hold a charge for years if they are not used.

7. The anode of a lithium-ion battery is made of lithium.

8. Lithium is more abundant than sodium.

9. Fuel cells need a constant supply of fuel.

10. Hydrogen fuel cells produce harmful emissions.

Student Reading

Comprehension Questions

Directions: Use the article to answer the questions below.

1. Our lives require a constant supply of energy for powering appliances, transportation, as well as heating

and cooling. How much energy produced globally is “lost”? List two ways that energy can be lost.

2. How do batteries generate electricity? What type of chemical reactions are involved?

3. Explain what happens in a redox reaction.

4. What are some similarities and differences between an electrolytic cell and a voltaic cell?

5. Is a rechargeable phone battery a voltaic or electrolytic cell? Explain.

6. Study the image of the electrolytic cell. Explain where oxidation occurs and what substance undergoes

oxidation. Similarly, explain where reduction occurs and what substance undergoes reduction. Which

way do electrons flow?

7. Explain the composition of Volta’s first battery. What are the two reactions that occur in Volta’s pile?

8. List some advantages of both disposable and rechargeable batteries.

9. The following questions relate to lithium-ion batteries.

a. Where can graphite be found in this battery?

b. What elements tend to be used for the mixed metal oxide compound?

c. In which direction do lithium ions flow when the battery is being discharged?

10. Hydrogen fuel cells provide many advantages over gas-powered cars. Why have they been slow to

develop?

Name: ______________________________

Student Reading Comprehension Questions, cont.

Questions for Further Learning

Write your answers on another piece of paper if needed.

11. Research the environmental impacts of lithium-ion EV batteries.

12. Draw a diagram that shows how a voltaic cell works. Include the anode, cathode, voltage meter, and salt

bridge. Use arrows to indicate the direction of the flow of electrons. Explain the function and

significance of the salt bridge.

Graphic Organizer

Directions: As you read, complete the graphic organizer below to summarize important points in the article.

Importance of

batteries

Types of batteries

described in the article

Problems with current

batteries

Ideas for future

batteries

Fuel Cell advantages

Fuel Cell

disadvantages

How we can ease the

environmental impact

of batteries right now.

Summary: On the back of this sheet, write a one-sentence (20 words maximum) of the article.

Name: ______________________________

Answers to Reading Comprehension Questions & Graphic

Organizer Rubric

1. Our lives require a constant supply of energy for powering appliances, transportation, as well as heating

and cooling. How much energy produced globally is “lost”? List two ways that energy can be lost.

About 2/3 of energy produced globally is lost. The production of electricity involves significant heat loss.

On a personal level, energy is lost when people don’t conserve it – by leaving on lights and using

inefficient appliances and equipment.

2. How do batteries generate electricity? What type of chemical reactions are involved?

Inside batteries, electrons move from one element to another due to differences in the elements or

compounds reduction potential. That is, one element or compound prefers to lose electrons while the

other prefers to gain electrons, this potential difference causes electrons in a circuit to move. The

movement of electrons is electricity. The reactions involved are known as oxidation-reduction reactions,

or redox.

3. Explain what happens in a redox reaction.

A redox reaction involves both oxidation and reduction reactions. These reactions occur simultaneously.

Electrons are lost in oxidation reactions (lose electrons oxidation – LEO) and electrons are gained in

reduction reactions (gain electrons reduction – GER).

4. What are some similarities and differences between an electrolytic cell and a voltaic cell?

Similarities: Both electrolytic and voltaic cells have two electrodes; a cathode where reduction occurs

(Reduction Cathode – RedCat), and an anode where oxidation occurs (Anode Oxidation – AnOx). Both

also contain an electrolyte solution.

Differences: Voltaic cells undergo spontaneous chemical reactions based on the potential differences of

the materials used; electrolytic cells need electricity to cause a nonspontaneous reaction to occur.

5. Is a rechargeable phone battery a voltaic or electrolytic cell? Explain.

Both! When not plugged into the wall or other source of electricity, the phone battery works as a voltaic

cell, undergoing spontaneous chemical reactions. Eventually, the battery discharges enough electricity

that it needs to be recharged. When you plug in your phone to a wall socket for example, a

nonspontaneous reaction occurs (electrolytic cell) and electrons are sent in the opposite direction to

build up stored energy.

6. Study the image of the electrolytic cell. Explain where oxidation occurs and what substance undergoes

oxidation. Similarly, explain where reduction occurs and what substance undergoes reduction. Which

way do electrons flow?

Oxidation occurs at the anode and reduction occurs at the cathode. Bromide ions are being oxidized and

sodium ions are being reduced. Electrons flow from the anode to the cathode.

7. Explain the composition of Volta’s first battery. What are the two reactions that occur in Volta’s pile?

Volta’s voltaic cell was made up of alternating zinc and silver discs. The discs were separated with a cloth

soaked in sodium hydroxide or salt water to serve as the electrolyte solution. The zinc (Zn

) is oxidized to

zinc ions (Zn

) and the hydrogen ions (H

) in the water are reduced to hydrogen gas (H

Zn –> Zn

+ 2e

(oxidation occurs at the anode)

+ 2e

–> H

(reduction occurs at the cathode)

8. List some advantages of both disposable and rechargeable batteries.

Disposable batteries are less expensive, can store a charge when not in use for long periods of time, and

are useful in medical applications where recharging is not possible. Rechargeable batteries can be used

numerous times, which reduces the environmental impact on landfills.

9. The following questions relate to lithium-ion batteries.

a. Where can graphite be found in this battery?

Graphite is the anode.

b. What elements tend to be used for the mixed metal oxide compound?

The mixed metal oxides used as the cathode are most commonly composed of lithium, oxygen,

and cobalt.

c. In which direction do lithium ions flow when the battery is being discharged?

Lithium ions flow from the graphite, through the separator, to the metal oxide when the battery

is being used but is not plugged into an electrical source.

10. Hydrogen fuel cells provide many advantages over gas-powered cars. Why have they been slow to

develop?

Fuel cells need a constant supply of reactants, in this case, hydrogen and oxygen gas. Oxygen can come

from the air, but elemental hydrogen is harder to produce. California is the only state to offer hydrogen-

fuel stations. Until hydrogen gas is readily available, it will be difficult to replace the gasoline fuel

system.

11. Research the environmental impacts of lithium-ion EV batteries.

Answers will vary depending on student research. Some examples include toxic chemical leaks especially

in landfills, risk of fire due to improper storage, use of large quantities of water involved in lithium

mining.

12. Draw a diagram that shows how a voltaic cell works. Include the anode, cathode, voltage meter, and salt

bridge. Use arrows to indicate the direction of the flow of electrons. Explain the function and

significance of the salt bridge.

The diagram should show two breakers each with an electrode submerged in a solution connected with

an inverted U-tube (salt bridge). Electrons flow from the anode to the cathode. The voltage meter can

be drawn to show that some current is flowing. The salt bridge allows for the flow of ions that reduces

the charge buildup that occurs in both cells. Without the salt bridge, the reaction would stop as too

much charge would quickly build up in both cells - (positive ions in the oxidation cell and negative ions in

the reduction cell).

Graphic Organizer Rubric

If you use the Graphic Organizer to evaluate student performance, you may want to develop a grading rubric

such as the one below.

Score Description Evidence

4 Excellent Complete; details provided; demonstrates deep understanding.

3 Good Complete; few details provided; demonstrates some understanding.

2 Fair Incomplete; few details provided; some misconceptions evident.

1 Poor Very incomplete; no details provided; many misconceptions evident.

0 Not acceptable So incomplete that no judgment can be made about student understanding

Additional Resources and Teaching Strategies

Additional Resources

❖ Labs and demonstrations

➢ Lab: Students will investigate the relative reactivity of three metals. They will use this knowledge

to relate the activity series to cell potential.

https://teachchemistry.org/classroom-resources/reactivity-electrochemistry

➢ Lab: Students investigate how to build a galvanic cell and compare collected data to theoretical

values of cell potential.

https://teachchemistry.org/classroom-resources/four-way-galvanic-cell

➢ Animation: Students will view an animation of a galvanic cell, focusing on the particulate level.

There is an accompanying worksheet for them to describe the parts of the galvanic cell and

identify the reactions that took place within.

https://teachchemistry.org/classroom-resources/animation-activity-galvanic-cells

➢ Map: Students can investigate their state battery recycling laws using this interactive map.

https://www.call2recycle.org/recycling-laws-by-state/

➢ Lithium Mining in Utah: Students design and carry out an experiment to collect a mineral from a

solution in a way that simulates how lithium is mined.

https://energy.utah.gov/wp-content/uploads/OED-LESSON-3.5_-Lithium-Mining-in-Utah-1.pdf

❖ Lessons and lesson plans

➢ Lesson: Students learn more about lithium-ion batteries and how its developers were awarded

the 2019 Nobel Prize in Chemistry.

https://www.compoundchem.com/2019/10/09/2019nobelchemistry/

Teaching Strategies

Consider the following tips and strategies for incorporating this article into your classroom:

● Alternative to Anticipation Guide: Before reading, ask students where they use batteries in their

everyday lives. Ask if they have ever thought about the chemistry involved in making and using

batteries. Their initial ideas can be collected electronically via Jamboard, Padlet, or similar technology.

○ As they read, students can find information to confirm or refute their original ideas.

● After they read, ask students what they learned about the importance of batteries in our lives, problems

caused by battery use, and possible solutions to these problems. Ask how they might use the

information in the future.

● Note: Safe battery disposal is not specifically addressed in this issue, but students may have questions.

In most municipalities, disposal of regular alkaline batteries (such as AAA, AA, C, D, 9V) in the regular

trash is OK, some municipalities do recycle these batteries as well. However, rechargeable batteries

should always be taken to a hazardous waste disposal site because they pose a fire hazard.

Chemistry Concepts and Standards

Connections to Chemistry Concepts

The following chemistry concepts are highlighted in this article:

● Electrochemistry

● Electrolytic cells

● Oxidation

● Reduction

● Redox reaction

● Spontaneous vs. nonspontaneous reactions

Correlations to Next Generation Science Standards

This article relates to the following performance expectations and dimensions of the NGSS:

HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy

into another form of energy.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that

account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social,

cultural, and environmental impacts.

Disciplinary Core Ideas:

● PS.3.D: Energy in Chemical Processes

● ETS1.B: Developing Possible Solutions

Crosscutting Concepts:

● Systems and system models

● Energy and matter: Flows, cycles, and conservation

Science and Engineering Practices:

● Constructing explanations (for science) and developing solutions (for engineering)

Nature of Science:

● Science is a human endeavor.

See how ChemMatters correlates to the Common Core State Standards online

Teacher’s Guide

How Did the Battery Get Its Name?

April 2024

Table of Contents

Anticipation Guide 15

Activate students’ prior knowledge and engage them before they read the article.

Reading Comprehension Questions 16

These questions are designed to help students read the article (and graphics) carefully. They can help

the teacher assess how well students understand the content and help direct the need for follow-up

discussions and/or activities. You’ll find the questions ordered in increasing difficulty.

Graphic Organizer 18

This helps students locate and analyze information from the article. Students should use their own

words and not copy entire sentences from the article. Encourage the use of bullet points.

Answers 19

Access the answers to reading comprehension questions and a rubric to assess the graphic organizer.

Additional Resources 22

Here you will find additional labs, simulations, lessons, and project ideas that you can use with your

students alongside this article.

Chemistry Concepts and Standards 23

Anticipation Guide

Directions: Before reading the article, in the first column, write “A” or “D,” indicating your Agreement or

Disagreement with each statement. Complete the activity in the box.

As you read, compare your opinions with information from the article. In the space under each statement, cite

information from the article that supports or refutes your original ideas.

Text

Statement

1. Alessandro Volta coined the term “battery.”

2. Batteries change chemical energy to electricity.

3. Volta’s first battery was a voltaic pile consisting of zinc, copper or silver, and salt

water.

4. Zinc is oxidized at the anode of many batteries.

5. The electrolyte in many alkaline batteries is NaOH.

6. The electrolyte in a battery provides a path for electron flow.

7. Alkaline batteries are named according to size.

8. Batteries of different sizes have different voltages.

9. Button and coin batteries were developed in the 1970s.

10. The numbers in coin batteries tell the size of the battery in cm.

Name: ______________________________

Student Reading

Comprehension Questions

Directions: Use the article to answer the questions below.

1. What was the name of the scientist who came up with the name “battery”? What is the original

definition of the word?

2. In Volta’s battery or any voltaic cell, what causes the electrons to move? Write the two half reactions

that occur in Volta’s battery? Which reaction is the oxidation and which reaction is the reduction?

3. Why are the more common non-reusable batteries called “alkaline batteries”?

4. Define anode and cathode and briefly explain their roles in electron transfer.

5. Briefly describe the original naming/lettering system for batteries. Briefly explain the new naming

procedure. Why do we not see any B batteries?

6. Explain what it means for voltage to be an “intrinsic” property.

7. Explain the difference between voltage and current. Using these terms, why do we have different sizes

of batteries?

8. Explain, in terms of current and power, why it is necessary to use multiple batteries in a device.

9. Examine the diagram below of a voltaic cell. Notice the direction of flow of electrons, as well as the flow

of the electrolyte solution (KOH). Explain why the ions in the electrolyte are needed for the cell to work.

10. Consider the equation:

Zn(s) + 2OH

(aq) → ZnO(s) + H

O(l) + 2e

When the reactant, Zinc, has been completely converted to zinc oxide (ZnO), what will happen to the

reaction, and the battery? With this in mind, how do you think rechargeable batteries work?

Name: ______________________________

Student Reading Comprehension Questions, cont.

Questions for Further Learning

Write your answers on another piece of paper if needed.

11. Research and describe the similarities and differences between series and parallel. What are some

examples of devices that use either of these set-ups?

Graphic Organizer

Directions: As you read, complete the graphic organizer below to define terms from the article, with examples.

Definition

Example or Interesting Fact

Battery

Voltaic Pile

Alkaline Battery

Electrolytic Cell

Voltage

Anode

Cathode

Summary: On the back of this sheet, write three interesting facts you learned about naming batteries.

Name: ______________________________

Answers to Reading Comprehension Questions & Graphic

Organizer Rubric

1. What was the name of the scientist who came up with the name “battery”? What is the original

definition of the word?

Benjamin Franklin coined the term “battery.” The term battery is originally a military term meaning

weapons working together.

2. In Volta’s battery or any voltaic cell, what causes the electrons to move? Write the two half reactions

that occur in Volta’s battery? Which reaction is the oxidation and which reaction is the reduction?

The difference in potential for reduction between the zinc and the copper causes the electrons to move

and produce electricity.

Oxidation: Zn → Zn

+ 2e

Reduction: 2H

+ 2e

→ H

3. Why are the more common non-reusable batteries called “alkaline batteries”?

The most common batteries are called alkaline because they contain potassium hydroxide as the

electrolyte. (Metal hydroxides are labeled alkaline).

4. Define anode and cathode and briefly explain their roles in electron transfer.

Anode: the part of the cell/battery where the electrons leave (or, where the chemicals are oxidized).

Cathode: the part of the cell/battery where the electrons are accepted (or, where the chemicals are

reduced).

5. Briefly describe the original naming/lettering system for batteries. Briefly explain the new naming

procedure. Why do we not see any B batteries?

The original naming system was based on the letters of the alphabet. The larger the battery, the higher

up on the lettering scale. Now, we use a new code, which contains letters (for the chemical and the

shape of the battery) and numbers (for the size). A and B batteries used to exist, but devices have

changed and they are no longer used.

6. Explain what it means for voltage to be an “intrinsic” property.

An intrinsic property is independent of the amount of the material present. Concentration is a good

example, if you pour a glass of juice from a bottle into an empty glass, the concentration remains the

same in the glass as it was in the bottle. The voltage produced by a substance will be the same no

matter how much of the substance is present.

7. Explain the difference between voltage and current. Using these terms, why do we have different sizes

of batteries?

Voltage measures the potential difference between two different chemical species, whereas current is

the amount of electrons flowing past a point per unit of time in a circuit. Even though batteries of

different sizes have the same voltage, larger batteries have a higher current. If the current is larger, then

a larger amount of electrons are available to run larger devices.

8. Explain, in terms of current and power, why it is necessary to use multiple batteries in a device.

The power of a battery is the combination of both current (the number of electrons moving through the

circuit) and voltage, the potential difference between the chemical species being oxidized and reduced.

To increase the voltage, multiple batteries may be needed. The larger voltage provides a larger amount

of power for the devices.

9. Examine the diagram below of a voltaic cell. Notice the direction of flow of electrons, as well as the flow

of the electrolyte solution (KOH). Explain why the ions in the electrolyte are needed for the cell to work.

When electrons flow to one end (the cathode), there is an imbalance of negative charge in the cell. To

rebalance the charges, the cations (positive ions) in the electrolyte move towards the cathode to

counter the increased negative charge. The anions (negative ions) in the electrolyte flow to the anode,

to replace the negative charges lost by the removal of the electrons.

10. Consider the equation:

Zn(s) + 2OH

(aq) → ZnO(s) + H

O(l) + 2e

When the reactant, Zinc, has been completely converted to zinc oxide (ZnO), what will happen to the

reaction, and the battery? With this in mind, how do you think rechargeable batteries work?

When the zinc has been completely used up, there is no more material to produce electrons. The

reaction will end, and the battery will not work anymore (“the battery died”). With rechargeable

batteries, an outside power source (i.e. electrical outlet) reverses the reaction so it can start over again.

11. Research and describe the similarities and differences between series and parallel. What are some

examples of devices that use either of these set-ups?

A series connection is made when the batteries are connected end to end. When this happens, the

voltage of each battery is added. This provides more power to devices. The current stays the same, so

the batteries will last longer. This is good for many devices found in home or school (remotes,

calculators, toys, etc).

A parallel connection is made when all the positives are connected to one wire, and all negatives are

connected to another wire. The voltage remains the same, but the current increases overall. This is good

for larger devices (i.e. car batteries) that need a large amount of current to run.

The following are 2 resources to check out.

https://ca.renogy.com/blog/batteries-in-series-vs-parallel-what-are-the-

differences/#:~:text=Connecting%20batteries%20in%20series%20increase,ampere%20hour%20ratings(c

apacity)

https://www.quora.com/Why-do-we-use-3-AAA-instead-of-1-or-2-AA-batteries-Is-there-a-huge-output-

difference#:~:text=If%20you%20connect%20three%20AA,charge%20capacity%20and%20energy%20cap

acity

Graphic Organizer Rubric

If you use the Graphic Organizer to evaluate student performance, you may want to develop a grading rubric

such as the one below.

Score Description Evidence

4 Excellent Complete; details provided; demonstrates deep understanding.

3 Good Complete; few details provided; demonstrates some understanding.

2 Fair Incomplete; few details provided; some misconceptions evident.

1 Poor Very incomplete; no details provided; many misconceptions evident.

0 Not acceptable So incomplete that no judgment can be made about student understanding

Additional Resources and Teaching Strategies

Additional Resources

❖ Labs and demonstrations

➢ https://www.acs.org/content/dam/acsorg/education/outreach/celebrating-chemistry/2024-

ccew/batteries-from-nature.pdf

➢ https://www.acs.org/education/outreach/celebrating-chemistry-editions/2024-ccew/build-a-

battery-workshop-explore-electrolytes.html

❖ Lessons and lesson plans

➢ https://teachchemistry.org/classroom-resources/battery-basics

➢ https://teachchemistry.org/classroom-resources/columbia-dry-cell-battery

➢ https://teachchemistry.org/classroom-resources/what-powers-your-world

➢ https://teachchemistry.org/classroom-resources/hybrid-and-electric-cars-video-questions

❖ Simulations

➢ https://teachchemistry.org/classroom-resources/voltaic-cells

Teaching Strategies

Consider the following tips and strategies for incorporating this article into your classroom:

● Alternative to Anticipation Guide: Before reading, ask students when they think batteries were

invented. Also ask them if they know what’s inside a flashlight battery and what different battery sizes

mean. Their initial ideas can be collected electronically via Jamboard, Padlet, or similar technology.

○ As they read, students can find information to confirm or refute their original ideas.

○ After they read, ask students what they learned about the development of batteries, and why

there are so many kinds of batteries.

● After students have read and discussed the article, ask students what information they would like to

share with friends and family about battery choices.

● Note to teachers: This article refers to naming household batteries, not larger batteries. However, 9V

batteries were not mentioned. These are 9V alkaline batteries, which are basically six alkaline cells like

those described in the article wrapped together in a bundle.

Chemistry Concepts and Standards

Connections to Chemistry Concepts

The following chemistry concepts are highlighted in this article:

● Anode

● Cathode

● Electricity

● Electrolytic cells

● Oxidation

● Reduction

Correlations to Next Generation Science Standards

This article relates to the following performance expectations and dimensions of the NGSS:

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction

system depends on the changes in total bond energy.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that

account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social,

cultural, and environmental impacts.

Disciplinary Core Ideas:

● PS.1.A: Structure and Properties of Matter

● PS.1.B: Chemical Reactions

● ETS.1.C: Optimizing the Design Solution

Crosscutting Concepts:

● Systems and system models

● Energy and matter

● Structure and function

Science and Engineering Practices:

● Constructing explanations (for science) and developing solutions (for engineering)

Nature of Science:

● Science is a human endeavor.

See how ChemMatters correlates to the Common Core State Standards online

Teacher’s Guide

Lithium: The 21st Century Gold Rush

April 2024

Table of Contents

Anticipation Guide 25

Activate students’ prior knowledge and engage them before they read the article.

Reading Comprehension Questions 26

These questions are designed to help students read the article (and graphics) carefully. They can help

the teacher assess how well students understand the content and help direct the need for follow-up

discussions and/or activities. You’ll find the questions ordered in increasing difficulty.

Graphic Organizer 28

This helps students locate and analyze information from the article. Students should use their own

words and not copy entire sentences from the article. Encourage the use of bullet points.

Answers 29

Access the answers to reading comprehension questions and a rubric to assess the graphic organizer.

Additional Resources 32

Here you will find additional labs, simulations, lessons, and project ideas that you can use with your

students alongside this article.

Chemistry Concepts and Standards 33

Anticipation Guide

Directions: Before reading the article, in the first column, write “A” or “D,” indicating your Agreement or

Disagreement with each statement. Complete the activity in the box.

As you read, compare your opinions with information from the article. In the space under each statement, cite

information from the article that supports or refutes your original ideas.

Text

Statement

1. Lithium is used in the cathode of lithium-ion batteries.

2. Lithium is always found combined with other elements in nature because of its

high reactivity.

3. Lithium carbonate becomes more soluble in water as the temperature increases.

4. Most of the world’s lithium deposits are found in the United States.

5. In the Lithium Triangle countries, lithium is obtained by evaporating water from

brine to concentrate the lithium.

6. Direct lithium extraction works well for brines with low lithium ion concentrations.

7. Future alternatives to lithium-ion batteries include sodium-ion batteries.

8. Where speed and portability are not important, flow cell batteries are being

considered as a safer alternative to lithium-ion batteries.

9. Vanadium flow batteries being developed use different oxidation states of

vanadium.

10. Lithium metal is easily recycled.

Name: ______________________________

Student Reading

Comprehension Questions

Directions: Use the article to answer the questions below.

1. Why does the electronics industry prefer to use lithium carbonate over other types of metals?

2. Which countries make up the Lithium Triangle?

3. Based on the graph in the article, which year had the lowest price of lithium at the start of the year?

4. List the names and formula of the three lithium compounds isolated and refined in the Lithium Triangle.

5. Which two states in the United States contain most of the lithium deposits in the country?

6. Name two possible sources of energy for flow batteries.

7. Explain how lithium is recovered in the Lithium Triangle.

8. Describe how the Direct Lithium Extraction process works.

9. Explain why researchers are looking for ways to use iron and manganese to replace cobalt in lithium

cobalt oxide.

Name: ______________________________

Student Reading Comprehension Questions, cont.

Questions for Further Learning

Write your answers on another piece of paper if needed.

10. Name two common uses of lithium batteries and explain the characteristics of the batteries that make

them useful for those devices.

11. What role does temperature play in separating lithium carbonate?

12. Explain why alkali metals react easily with other elements.

13. Describe both the advantages and disadvantages of sodium-ion batteries when compared with lithium-

ion batteries.

14. The article briefly describes some problems associated with the mining of lithium and cobalt. Perform

additional research and explain at least two of these problems in greater detail.

15. The article lists three alternatives to lithium-ion batteries: new cathode materials for lithium-ion

batteries, sodium-ion batteries, and flow batteries. Select one of the alternatives, research the

advancements on the alternative, and create a poster explaining the benefits of using the alternative.

Graphic Organizer

Directions: As you read, complete the graphic organizer below to describe the chemistry involved in mining

lithium and possible alternatives to lithium-ion batteries.

Chemistry of

lithium

Common uses for

lithium-ion

batteries

Current sources

of lithium

Lithium

extraction

processes

1. 2.

Advantages to

lithium-ion

batteries

Disadvantages to

lithium-ion

batteries

Alternatives to

lithium-ion

batteries

Summary: On the back of this sheet, write a short summary (20 words or less) of the article.

Name: ______________________________

Answers to Reading Comprehension Questions & Graphic

Organizer Rubric

1. Why does the electronics industry prefer to use lithium carbonate over other types of metals?

The electronics industry prefers lithium carbonate because it is easy to purify.

2. Which countries make up the Lithium Triangle?

Chile, Bolivia, and Argentina make up the Lithium Triangle.

3. Based on the graph in the article, which year had the lowest price of lithium at the start of the year?

2021 had the lowest price of lithium at the start of the year.

4. List the names and formula of the three lithium compounds isolated and refined in the Lithium Triangle.

The three forms of lithium produced in the Lithium Triangle are lithium hydroxide (LiOH), lithium

chloride (LiCl), and lithium carbonate (Li

5. Which two states in the United States contain most of the lithium deposits in the country?

Nevada and Utah are the two states that have most of the lithium deposits in the United States.

6. Name two possible sources of energy for flow batteries.

Flow batteries can be used to store wind or solar energy.

7. Explain how lithium is recovered in the Lithium Triangle.

In the Lithium Triangle brine from saltwater deposits is pumped into ponds where the water evaporates

until the concentration of lithium is at 6%. The brine is then pumped to a facility where it is purified.

8. Describe how the Direct Lithium Extraction process works.

The Direct Lithium Extraction method uses a lithium-selective membrane to separate lithium ions from

other types of ions.

9. Explain why researchers are looking for ways to use iron and manganese to replace cobalt in lithium

cobalt oxide.

Researchers are looking for ways to use iron and manganese because they are more abundantly

available than cobalt.

10. Name two common uses of lithium batteries and explain the characteristics of the batteries that make

them useful for those devices.

Common uses of lithium batteries include cell phones, laptops, electric cars, pacemakers, digital

cameras, and golf carts. Lithium batteries are used in these devices because they charge quickly, last for

a long time, and have a high power density.

11. What role does temperature play in separating lithium carbonate?

Lithium carbonate becomes less soluble in water at warmer temperatures, so it separates from the rest

of the solution making it easier to access.

12. Explain why alkali metals react easily with other elements.

Alkali metals react easily with other elements because the atoms are large and they have very low

ionization energy, that is, it doesn’t take much energy to remove an electron.

13. Describe both the advantages and disadvantages of sodium-ion batteries when compared with lithium-

ion batteries.

A disadvantage is that sodium-ion batteries generate less energy per unit of mass. Sodium is heavier

than lithium but would produce the same number of electrons per atom, so we’d need more mass of

sodium than we do for lithium which would make the batteries heavier for the same amount of energy.

Advantages of sodium-ion batteries include lower production costs, there is a greater abundance of

sodium in the earth’s crust and it can be more reliably sourced.

14. The article briefly describes some problems associated with the mining of lithium and cobalt. Perform

additional research and explain at least two of these problems in greater detail.

Student responses will vary. The article explains that the mining of lithium is being contested in Nevada

because the lithium is located on a site that is sacred to Native Americans. Cobalt is difficult to source

and mining it has destroyed the landscape and exploited local laborers.

Graphic Organizer Rubric

If you use the Graphic Organizer to evaluate student performance, you may want to develop a grading rubric

such as the one below.

Score Description Evidence

4 Excellent Complete; details provided; demonstrates deep understanding.

3 Good Complete; few details provided; demonstrates some understanding.

2 Fair Incomplete; few details provided; some misconceptions evident.

1 Poor Very incomplete; no details provided; many misconceptions evident.

0 Not acceptable So incomplete that no judgment can be made about student understanding

Additional Resources and Teaching Strategies

Additional Resources

❖ Lessons and lesson plans

➢

How Far Can We Go?- This AACT lesson plan leads students through the process of comparing

the densities of lithium ion and lead acid batteries to develop an understanding of the

relationship between electrochemical cell potential and stored chemical energy.

➢ What Powers Your World? - Students can use this lesson from AACT to explore the way batteries

work to power everyday objects.

➢ Building Batteries - Chemistry - This lesson plan from the Utah Office of Energy Development

provides instructions for experimenting with battery creation.

❖ Simulations

➢

Galvanic/Voltaic Cells – Students can use this simulation to investigate battery function by

testing a variety of different electrodes.

❖ Projects and extension activities

➢

Hybrid and Electric Cars Video – This AACT activity includes a video and questions related to the

ways that batteries power hybrid and electric cars. Lithium battery function is also included in

the video.

Teaching Strategies

Consider the following tips and strategies for incorporating this article into your classroom:

● Alternative to Anticipation Guide: Before reading, ask students where they might find lithium-ion

batteries in their everyday lives, and why they are important. Ask them about the chemistry of lithium,

and if they know where lithium is mined. Ask about hazards posed by lithium-ion batteries. Their initial

ideas can be collected electronically via Jamboard, Padlet, or similar technology.

○ As they read, students can find information to confirm or refute their original ideas.

● After reading, ask students what they learned about lithium-ion batteries, including where they are

used, how lithium is mined, problems with lithium-ion batteries, and alternatives for the future.

● Consider asking students to read the “Open for Discussion” article on page 4 of this issue to consider

relating sustainability to the production of batteries.

● Students can also read the “Chemistry in Person” article to learn more about lithium-ion batteries from

an interview with the 2019 Nobel laureate who helped develop them.

Chemistry Concepts and Standards

Connections to Chemistry Concepts

The following chemistry concepts are highlighted in this article:

● Anode

● Cathode

● Oxidation

● Oxidation number

● Reduction

● Solubility

● Precipitate

● Separating mixtures

Correlations to Next Generation Science Standards

This article relates to the following performance expectations and dimensions of the NGSS:

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns

of electrons in the outermost energy level of atoms.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that

account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social,

cultural, and environmental impacts.

Disciplinary Core Ideas:

● PS.1.A: Structure and Properties of Matter

● PS.2.B: Types of Interactions

● ETS1.C: Optimizing the Design Solution

Crosscutting Concepts:

● Scale, proportion, and quantity

● Systems and system models

● Energy and matter: Flows, cycles, and conservation

Science and Engineering Practices:

● Constructing explanations (for science) and designing solutions (for engineering)

Nature of Science:

● Scientific knowledge assumes an order and consistency in natural systems.

See how ChemMatters correlates to the Common Core State Standards online

Teacher’s Guide

The Earth’s Chemical Fingerprint

April 2024

Table of Contents

Anticipation Guide 35

Activate students’ prior knowledge and engage them before they read the article.

Reading Comprehension Questions 36

These questions are designed to help students read the article (and graphics) carefully. They can help

the teacher assess how well students understand the content and help direct the need for follow-up

discussions and/or activities. You’ll find the questions ordered in increasing difficulty.

Graphic Organizer 39

This helps students locate and analyze information from the article. Students should use their own

words and not copy entire sentences from the article. Encourage the use of bullet points.

Answers 40

Access the answers to reading comprehension questions and a rubric to assess the graphic organizer.

Additional Resources 44

Here you will find additional labs, simulations, lessons, and project ideas that you can use with your

students alongside this article.

Chemistry Concepts and Standards 45

Anticipation Guide

Directions: Before reading the article, in the first column, write “A” or “D,” indicating your Agreement or

Disagreement with each statement. Complete the activity in the box.

As you read, compare your opinions with information from the article. In the space under each statement, cite

information from the article that supports or refutes your original ideas.

Text

Statement

1. In our solar system, only Earth has water vapor in the atmosphere.

2. Scientists agree about where Earth’s water came from.

3. Planets close to the sun do not have solid compounds containing hydrogen such as

methane and ammonia.

4. Deuterium’s mass is almost twice that of hydrogen.

5. Earth, the sun, and comets have similar deuterium-to-hydrogen ratios.

6. Asteroids far from the sun contain carbon and water ice.

7. Any hydrogen atom can react with oxygen to form water.

8. Earth’s crust has more water than Earth’s mantle.

9. Solar radiation may have blasted away any water on the early Earth.

10. Scientists look for water because water is required for life.

Name: ______________________________

Student Reading

Comprehension Questions

Directions: Use the article to answer the questions below.

1. Why don't planets that are closer to the sun contain solid H

O, NH

or CH

2. Using details from the graphic, titled “Birth of a Solar System”, explain the role of gravity in the

formation of our earth from a protoplanetary disk.

3. When a set of atoms are classified as isotopes, it means that they are all fundamentally the same

element. Use the graphic, titled “Hydrogen’s Isotopes”, to answer the following questions:

a. Which feature of the three isotopes shown allows us to call them all “hydrogen”?

b. Chemical symbols can be written to differentiate different isotopes from each other. The type of

chemical symbol used in this case is called the “isotope notation” or “isotope symbol”. List the

isotope name for each of the isotope symbols below. What do the “1”, “2”, and “3” in the

isotope name represent?

c. What do the “1”, “2”, and “3” in the isotope name represent?

d. Circle each of the following symbols that, together, would represent a set of isotopes for the

fictional element, X.



4. When scientists need a way of comparing things, they often choose a reference value to which all others

can be compared. This reference value, the Vienna Standard Mean Ocean Water (VSMOW) is the

standard mean isotopic ratio of deuterium (D) to protium (H) in the Earth’s oceans and was found to be

Symbol Isotope name Common name



Hydrogen-1



Hydrogen-2



Hydrogen-3

Name: ______________________________

1.56x10

-4

. Because this represents a ratio of amounts, it is a unitless number. One source lists the

average relative abundance of hydrogen-1 (H) and hydrogen-2 (D) as shown below:

Isotope

Relative Abundance



0.999851



0.000149

a. According to this data, is there a higher ratio of deuterium in the oceans or in the rest of the

earth? Use a calculation to defend your answer.

5. How is a meteorite different from an asteroid?

The “frost line” for our solar system is the radial distance from the sun beyond which it is possible for a

particular substance to exist in the solid form. The presence of snow and icebergs on our planet shows

that we are currently farther out from the sun than the water frost line in our solar system. Piani’s

group, however, proposes that our earth was created from the material that was inside (closer to the

sun than) the water frost line when the planets were being formed. This conclusion is partially described

below. Add the reasoning that connects the evidence to the claim. Your reasoning should clearly identify

any relevant knowledge and use science principles to explain why the claim makes sense based on the

evidence.

Claim: It is likely that the earth formed from the material inside the frostline

Evidence: The chemical fingerprints, like D/H ratios, on enstatite chondrites are very similar to

those on earth.

Reasoning: ?

7. Why does Sean Raymond believe that Earth’s water came from several different places?

8. Why can studying meteorites help scientists to understand origins of the earth?

Studying the origins of the earth is a very large and very complex undertaking. Why are scientists

interested in pursuing this knowledge?

Student Reading Comprehension Questions, cont.

Questions for Further Learning

Write your answers on another piece of paper if needed.

10. There is a quote in the article from Laurette Piani that says, “We use the meteorites as an archive for the

solar system.” Write a paragraph that explains the meaning of this quote, using details from the article.

11. The article ends with a quote from Sean Raymond, “Life requires water, so we want to know where the

water came from, simply put.” Conduct some research to identify some areas in which this knowledge

could be useful.

Graphic Organizer

Directions: As you read, complete the graphic organizer below to summarize information from the article.

Provide an explanation or description and examples for each topic

Ideas about origin of

Earth’s water

How frost line of our

solar system affects

planetary compounds

How D-H ratios

provide clues to

source of Earth’s

water

Chemical makeup of

carbonaceous

chondrites

Chemical makeup of

enstatite chondrites

Chemical makeup of

Earth’s layers

Summary: On the back of this sheet, write a short summary (1-2 sentences) explaining what you learned about

the origin of Earth’s water.

Name: ______________________________

Answers to Reading Comprehension Questions & Graphic

Organizer Rubric

1. Why don't planets that are closer to the sun contain solid H

O, NH

or CH

The temperatures are too hot for these to exist in anything other than their gaseous forms.

2. Using details from the graphic, titled “Birth of a Solar System”, explain the role of gravity in the

formation of our earth from a protoplanetary disk.

Students should highlight the following:

- The matter from the protoplanetary disk condensed in several phases into the bodies of our solar

system

- Gravitational attraction and the subsequent collisions of matter is what made it clump together into

planets

- Distance from the sun affected how different atoms condensed

3. When a set of atoms are classified as isotopes, it means that they are all fundamentally the same

element. Use the graphic, titled “Hydrogen’s Isotopes”, to answer the following questions:

a. Which feature of the three isotopes shown allows us to call them all “hydrogen”?

They each have 1 proton.

b. Chemical symbols can be written to differentiate different isotopes from each other. The type of

chemical symbol used in this case is called the “isotope notation” or “isotope symbol”. List the

isotope name for each of the isotope symbols below.

c. What do the “1”, “2”, and “3” in the isotope name represent?

The mass #, which is the total # of protons + neutrons in the nucleus.

d. Circle each of the following symbols that, together, would represent a set of isotopes for the

fictional element, X.



Symbol Isotope name Common name



Hydrogen-1 Protium



Hydrogen-2 Deuterium



Hydrogen-3 Tritium

4. When scientists need a way of comparing things, they often choose a reference value to which all others

can be compared. This reference value, the Vienna Standard Mean Ocean Water (VSMOW) is the

standard mean isotopic ratio of deuterium (D) to protium (H) in the Earth’s oceans and was found to be

1.56x10

-4

. Because this represents a ratio of amounts, it is a unitless number. One source lists the

average relative abundance of hydrogen-1 (H) and hydrogen-2 (D) as shown below:

Isotope

Relative Abundance



0.999851



0.000149

a. According to this data, is there a higher ratio of deuterium in the oceans or in the rest of the

earth? Use a calculation to defend your answer.

D/H = 0.000149/0.999851 = 0.000149 = 1.49 x 10

-4

Since this ratio is lower than the standard ocean ratio noted above, there is a lower ratio of

deuterium in the rest of the earth than in the ocean.

5. How is a meteorite different from an asteroid?

An asteroid is a large rocky body orbiting the sun. A meteorite is a smaller piece of an asteroid that has

entered and survived the earth’s atmosphere with enough intact matter to reach Earth’s surface.

The “frost line” for our solar system is the radial distance from the sun beyond which it is possible for a

particular substance to exist in the solid form. The presence of snow and icebergs on our planet shows

that we are currently farther out from the sun than the water frost line in our solar system. Piani’s

group, however, proposes that our earth was created from the material that was inside (closer to the

sun than) the water frost line when the planets were being formed. This conclusion is partially described

below. Add the reasoning that connects the evidence to the claim. Your reasoning should clearly identify

any relevant knowledge and use science principles to explain why the claim makes sense based on the

evidence.

Claim: It is likely that the earth formed from the material inside the frostline

Evidence: The chemical fingerprints, like D/H ratios, on enstatite chondrites are very similar to

those on earth.

Reasoning: ?

Reasoning should include:

● All matter to form planets and asteroids originated from the same protoplanetary disk

● You’d expect a set of matter to behave similarly in similar conditions

● Since the D/H ratios are so different in different places, it is logical to consider that

masses of similar D/H ratio (and other chemical fingerprints) may have formed in the

same part of the creation of the solar system

7. Why does Sean Raymond believe that Earth’s water came from several different places?

Because the D/H ratios in Earth’s water and land are very different from each other and from other solar

system components.

8. Why can studying meteorites help scientists to understand origins of the earth?

Asteroids were formed in the same process as were the planets. Since asteroids are essentially

untouched, when small parts of them break off to become meteorites and land on earth, we can study

the chemical composition of the meteorites to learn how matter organized itself a long, long time ago.

Studying the origins of the earth is a very large and very complex undertaking. Why are scientists

interested in pursuing this knowledge?

Many possible answers – It can help in the overall search for other places that can support life; it can

help scientists identify good/bad conditions for forming or trapping water, and find possible solutions to

the problem of water scarcity on earth and on a future possible home planet.

Graphic Organizer Rubric

If you use the Graphic Organizer to evaluate student performance, you may want to develop a grading rubric

such as the one below.

Score Description Evidence

4 Excellent Complete; details provided; demonstrates deep understanding.

3 Good Complete; few details provided; demonstrates some understanding.

2 Fair Incomplete; few details provided; some misconceptions evident.

1 Poor Very incomplete; no details provided; many misconceptions evident.

0 Not acceptable So incomplete that no judgment can be made about student understanding

Additional Resources and Teaching Strategies

Additional Resources

❖ Labs and demos

➢ Hands-on Modeling Isotopes: AACT Sweet Model of the Atom

https://teachchemistry.org/classroom-resources/sweet-model-of-the-atom

❖ Simulations

➢ PhET simulation: Isotopes and Atomic Mass https://phet.colorado.edu/en/simulations/isotopes-

and-atomic-mass

➢ PhET simulation: Build an Atom

https://phet.colorado.edu/en/simulations/build-an-atom

❖ Lessons and lesson plans

➢ Video: AACT What are Isotopes? https://teachchemistry.org/classroom-resources/what-are-

isotopes-video-questions

➢ Calculating Average Atomic Mass: AACT Candy Isotopes and Atomic Mass

https://teachchemistry.org/classroom-resources/candy-isotopes-and-atomic-mass

➢ Set of Lessons on isotopes, radioactivity, and half-life: AACT Radiocarbon Dating and Willard

Libby

https://teachchemistry.org/classroom-resources/radiocarbon-dating-and-willard-libby

❖ Projects and extension activities

➢ Series of lessons on teaching Earth Chemistry: AACT Teaching Earth Chemistry

https://teachchemistry.org/periodical/issues/september-2019/teaching-earth-chemistry-1

➢ Researching resources needed to sustain life: AACT Working for NASA

https://teachchemistry.org/classroom-resources/working-for-nasa

➢ AACT Earth Month Resources:

https://teachchemistry.org/news/earth-month-resources

Teaching Strategies

Consider the following tips and strategies for incorporating this article into your classroom:

● Alternative to Anticipation Guide: Before reading, ask students if they have ever thought about where

Earth’s water came from. Ask how chemistry might help answer this question. Their initial ideas can be

collected electronically via Jamboard, Padlet, or similar technology.

○ As they read, students can find information to confirm or refute their original ideas.

● After they read, ask students how a knowledge of chemistry is helpful to scientists who are working to

determine where Earth’s water came from.

Chemistry Concepts and Standards

Connections to Chemistry Concepts

The following chemistry concepts are highlighted in this article:

● States of matter

● Isotopes

Correlations to Next Generation Science Standards

This article relates to the following performance expectations and dimensions of the NGSS:

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the

outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical

properties.

HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other

planetary surfaces to construct an account of Earth’s formation and early history.

Disciplinary Core Ideas:

● PS.1.A: Structure and Properties of Matter

● ESS1.C: The History of Planet Earth

Crosscutting Concepts:

● Cause and effect: Mechanism and explanation

● Systems and system models

● Stability and change

Science and Engineering Practices:

● Obtaining, evaluating, and communicating information

Nature of Science:

● Scientific knowledge is open to revision in light of new evidence.

See how ChemMatters correlates to the Common Core State Standards online