edited bv

Highlights

SUSAN H. HIXSON

National Sctence Foundation

Arlington,VA 22230
CURTIS T. SEARS, JR.
Georgia State University
Atlanta, GA 30303
-

Projects supported by the NSF Division of ~ n d e r ~ r a d u aCducation

te
An Interactive Multimedia Software Program
for Exploring Electrochemical Cells
Thomas J. Greenbowe
Iowa State Jn Yerslly of Sc~enceand Techno ogy
Arnes, IA 50011

Many chemical processes are difficultto communicate effectively because the concepts require individuals to visualize the movement ofmolecules, ions, or electrons. Herron
and Greenbowe (1)have stressed the importance of instructors helping students make connections between
three levels of representation: macroscopic, microscopic,
and symbolic. Static diagrams, graphs, chemical equations, mathematical equations. and chemical symbols are
part of the symbolic ievel of representation. ?:hemistry
demonstrations and laboratory actirities idlow students to
directly observe chemical reactions a t the macroscopic
level. Amissina component of instruction is a way to convey the m i c r ~ ~level
~ i cof representation of a ihemical
process. Explaining dynamic processes of equilibrium reactions and-oxidation&ductibn reactions becomes easier
when students can observe a computer animation or simulation of these processes.
McPhillen and Greenbowe (2),Lynch and Greenbowe (31,
and Greenbowe and Parker (4) have developed computer
animated sequences and interactive multimedia instructional programs for use in introductory chemistry. The
"Electrochemical Cells Workbench" is one component of a
software package that allows students and faculty to explore building and testing electrochemical cells. The
"workbench" is a microworld environment simulating a
chemistry laboratory in which a student can perform experiments. The "workbench" section of the program provides students and instructors the opportunity to manipu-

Figure 2. A computer screen image of the electrochemistry workbench showing a voltmeter, metal electrodes, wires, and saltbridge.
late experimental apparatus, chemicals, and instruments
in order to design and build an experiment. Students use a
mouse to "point-and-drag"objects on the screen that represent beakers, various metal electrodes, salt bridge, wires,
and a voltmeter to seeup and test a n electrochemical cell.
For example, when viewing the screen the student selects
three solutions to work with from a menu of 12 solutions.
The solutions appear as labeled reagent hottles on a shelf.
Beakers are moved under the spigots of each bottle. The
spigot from a bottle is opened to allow the solution to fill
one of the beakers. Figure 1 shows a computer screen of
the chemistry workbench with three 1.0 M aqueous solutions to choose from. In this example, the student is choosing to work with aqueous 1.0 M coppedII) nitrate in one
beaker and aqueous 1.0 M zinc nitrate in another beaker.
The menu of aqueous solutions also includes the option
of working with 0.10 M, 0.010 M, and 0.0010 M aqueous
solutions. enabline students to exolore concentration cells
equation. Next, the
and calklations i&olviug the
student selects metal electrodes to lace in the solutions. A
menu presents various metal electiodes to choose from. If
a student wants to explore building an electrochemicalcell
by placing a zinc metal electrode in copper(I1) nitrate solution and by placing a copper electrode in zinc nitrate solution, the program will do so. This is an important component of interactive multimedia: the user is presented with
decisions to make just as if he or she were in a laboratory
working with electrochemical cells. The program prompts
students with hints if they are having trouble setting-up a
cell, and there is a help menu also. Figure 2 shows the components of an electrochemical cell being assembled. One
beaker contains 1.0 M coppedII) nitrate and a copper electrode; a second beaker contains zinc nitrate and a zinc electrode. Avoltmeter, wires, and a salt bridge are available.
The student moves the wires to connect the electrodes to
the voltmeter. Again, the student must make a decision:
which electrodes should be connected to which terminals.

st

Figure 1. A computer screen image of the electrochemistry workbench showing three aqueous solutions and two beakers.

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555

Figure 3. Acomputer screen image of a copperlzinccell with a digital

color overlay (right).

Figure 5. Acomputer screen image of acopperlzincelectrochemical

cell with zoom, click-touch areas.

A salt-bridge must be inserted connecting the two beakers

in order to complete the circuit. If students connect the
wires one way and obtain a negative voltaze on the voltmeter, they can readily change the connemions of the wires to
obtain a positive voltage. When the elec~rochemicalcell is
assembled, a color digital photograph ol'a similar electrochemical cell connected to a voltmeter is displayed alongside the simulated cell as shown in Firmre 3.
After assembling a n electrochemical cell, the student
has the option of viewing animation sequences on two
scales. The first scale shows an animation of the entire
electrochemical cell. The student observes simultaneous
oxidation-reduction reactions occurring at each electrode,
migration of ions in the solutions, migration of ions within
the salt-bridge and at the ends of the salt-bridge, and direction of movement of electrons in the wire. This view reinforces the dynamic nature of electrochemistry and provides students with a representation at the microscopic
level. Figure 4 shows a computer screen of one frame of an
animation for a copper-zinc electrochemical cell. A mouse
is used to "click-on" control panel buttons that pause, move
ahead one frame a t a time, move backwards one frame at
a time, repeat, or exit the animation.
The second scale of animation allows users to click-on
areas of the cell to observe a "zoom view" at the atom or ion
level as shown in Figure 5. Zooming in on the copper electrode shows copper(I1) ions in solution and copper atoms
comprising the electrode. As electrons are shunted down

the electrode, copperiII) ions move toward the electrode

where they each acquire two electrons. When the electrons
1 ) increases as it
are awuired. the size of the c o ~ ~ e r ( Iion
becomes a copper atom and atta%est;the electrode. Comuuter animation helus make the connection between the
chemical symbols, ci21(aq) + 2 e ->
Cub), and the microscopic level of representation of this process. Figure 6
illustrates the reduction process occurring
- at the cathode.
A small image of the copper-zinc cell appears in the upper right-hand corner with a box around the copper electrode to help students recognize that what they are viewing is the enlarged area around the copper electrode. It
also serves to reinforce to students that other processes are
happening simultaneously in the cell.
While comuuter-animated sequences are fine for simulating dynamic motion of m o l e h e s (microscopic representation), students need to be able to connect these models with actual chemical processes. Used by instructors in
their lecture presentations, the animations are most effective when coupled with live demonstrations of electrochemical cells. In the laboratory, students construct several electrochemical cells using metals, solutions, a salt
bridge, wires, and a voltmeter. Before they measure the
voltage, the students draw a diagram predicting the location of the oxidation and reduction processes, the movement of electrons in the wire, migration of ions within and
at the ends of the salt bridge, and the identity of the anode
and the cathode. They check their predictions with the

Figure 4. A computer screen image of a copperlzinc electrochemical cell.

Figure 6. Azoomed-in image of a representation of a copper electrode functioning as a cathode.

556

Journal of Chemical Education

computer animation. Of particular interest is the discovery by students that a negative voltage does not indicate
that the electrons and oxidation-reduction process is reversed.
The results of preliminary studies indicate that the program helps students achieve a better conceptual understanding of the processes occurring in electrochemical
cells. These studies also indicate that student learning
styles play a role in whether or not students benefit from
viewing and working with the animations, simulations,
and instructional modules. The interactive multimedia
program becomes a problem solving tool, a wnceptualizer,
and a tutorial for the student.

Acknowledgement
The National Science Foundation Division of Undergraduate Education has provided support for this project
through Grant No. DUE 9253985.
Literature Cited
1. Hermn, J. D.; Greenbowe, T. J. J Cham Edue 1986,63.528.
2. Lynch, M ; Greenbowe,T J. "An InteractiveKineties Program'.Apaper presented at
the 12th Biennial Conference on Chemical Education, University ofCalifornia Davis. Davis. CA, Augvrt 6.1992.
3. McPh3len. M. A ; Greenbowe, T. J."An I n t t t a d i ~ eE l ~ t t h h m i i i Cell
l
Programgra.A
paper presented at the 12th Biennial Conference on Chemical Education,University of California-Davis, Davis, CA, Avgvrt 6, 1992.
4. Greenbowe, T J . ; Parlte~M. M. l l s i n g Interactive Multimedia To Help Students
understand
f i n p l e a and concepts of ~
~
~
~ C ~ tI Y SA~~~~
.~
= presolted
h
~
~
nf the American Chemical Society meetin& San Diego, March, 1994.

Science Education Is Focus of New RCS Prosram

-

--

The recently reestablished State and Lacal Government Affairs program (SLGA) within the American Chemical
Society's Department of Gavemment Relations and Science Policy will aid ACS members in pmduetively interacting
with their state and local deeisianmakers. The initial focus of the Proeram will be science education a t the elementaw
and secondary level.
Wide acceptance of the need to reform education in the United States exists. Efforts by the Nation's governors and
recent congressional passage of legislation supporting the development of national standards testify to this fact. While
the American Chemical Saiety and many other groups contribute to Congress's development of federal education
policy, much of the reform activity is centered a t the state and local levels. The SLGA program will help fill this niche
and build on the work underway in many ACS Local Sections across the country. Through distribution of information
on related bills pending in state legislatures and on local reform measures, the Pmgram will enable ACS members to
become a force in shaping education reform to the benefit of the sciences. A Public Affairs Kit, newsletter, and other
materials will allow even those previously unversed in dealing with public officials to get involved.
State legislatures offer a unique opportunity to affect public policy on a wide range of issues affecting chemistryfrom edueation to environmental protection. Legislators a t the state level are much more accessible than their Washington counterparts. Many also hold other full-time jobs, making the availability of reliable and informed advice fmm
constituents vital. With approximately 150,000 members i n 186 Local Sections across the country, the American
Chemical Society is well situated to provide such information. The mix of its members'industrial, government, and
academic backgrounds affords the Society credibility lacked by groups representing narmwer interests.
In the education area, the Society Committee on Education (SOCED) is providing policy direction to SLGA. SOCED
bas selected several areas for emphasis: (1) measures dealing with teacher training and qualifications, (2) accountability for federal funds, and (3) programs to attract and retain populations underrepresented in the sciences. Afivemember Advisory Board provides strategic direction. The Board includes chemical professionals from industry,
academe (precollege, two-year, and four-year institutions), and government (a state legislator).
To maximize its impact, SLGA has selected 15 target states in which ACS member networks will be established:
California, Colorado, Delaware, Florida, Illinois, Massachusetts, Michigan, New Jersey, New York, North Carolina,
Ohio, Pennsylvania, Texas,Washington, and Wisconsin. Members may request further assistance for other states or an
additional issues.
While intended far American Chemical Society members, the SLGAnewsletter also will be useful to others following
science education reform developments. Ta receive the free newsletter and other information about the SLGApragram,
contact Bill Gray of the SLGAstaff. He i s a t the American Chemical Society, 1155 Sixteenth Street, NW, Washingtan,
D.C. 20036,202/872-4391 (phone), 2021872-6206 (fax), or wtg93Bacs.org (Internet). ACS members requesting information are asked to identify their Lacal Section affiliation.

David R. Schleicher
Depattment of Government Relations and Science Policy
American Chemical Society
Washington, DC

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557