Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 5 (Dec., 2016) Şenol ŞEN, Ayhan YILMAZ, and Ömer GEBAN The effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' conceptual understanding of electrochemistry Previous Contents Next

Appendix A:

Activity 1:  An analysis of redox reactions

(How does electron exchange happen during oxidation and reduction?)

Model 1: Oxidation and Reduction

Critical Thinking Questions

1. How did Cu1+ change in the direction submarine gives out water?


2. How did Cu1+ change in the direction submarine takes in water?


3. In which direction was there an increase in Cu1+?


4. How did oxidation happen in the valence of copper (by releasing electrons or by attracting electrons?)


5. How did reduction happen in the valence of copper (by releasing electrons or by attracting electrons?)


6. Write down the relationship of electrons with oxidation and reduction.

 

---

Model 2: Oxidation, Reduction, and Electron Exchange

Critical Thinking Questions

1. In which element did oxidation happen?


2. In which element did reduction happen?


3. Which is the oxidized element?


4. Which is the reduced element?


5. What do we call the substance oxidizing the element opposite when it attracts electrons?


6. What do we call the substance reducing the element opposite when it releases electrons?


7. Which is oxidant and which is reductant?


8. Study the X and Y reactions in the model, and write down the reaction where the Zn0 element releases 2 electrons.


9. Write down the reaction where Cu2+ attracts 2 electrons.