Using ocean water (or make your own with salt and water), you can generate enough power to light up your LEDs, sound your buzzers, and turn a motor shaft. We’ll be testing out a number of different materials such as copper, aluminum, brass, iron, silver, zinc, and graphite to find out which works best for your solution.
This project builds on the fruit battery we made in Unit 8. This experiment is for advanced students.
The basic idea of electrochemistry is that charged atoms (ions) can be electrically directed from one place to the other. If we have a glass of water and dump in a handful of salt, the NaCl (salt) molecule dissociates into the ions Na+ and Cl-.
When we plunk in one positive electrode and one negative electrode and crank up the power, we find that opposites attract: Na+ zooms over to the negative electrode and Cl- zips over to the positive. The ions are attracted (directed) to the opposite electrode and there is current in the solution.
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Here’s what you need:
- water
- salt
- vinegar (distilled white)
- bleach IMPORTANT: WEAR GOGGLES!
- glass container (like a cleaned out jam jar)
- electrodes
- real silverware (not stainless)
- shiny nail (galvanized)
- large paper clip
- dull nail (iron)
- wood screws (brass)
- copper pennies minted before 1982 (or a short section of copper pipe)
- graphite from inside a pencil (use a mechanical pencil refill)
- 2 alligator wires
- digital multimeter
Download Student Worksheet & Exercises
Here’s what you do:
- Fill a cup with water, adding a teaspoon of salt, a teaspoon of distilled white vinegar, and a few drops of bleach. NOTE: BE very careful with bleach! Cap it and store as soon as you’ve added it to the cup.
- Find two of the following materials: copper*, aluminum*, brass, iron, silver, zinc, graphite (* indicates the ones that are easiest to start with – use a copper penny and a piece of aluminum foil). Attach an alligator clip lead to each one and dunk into your cup. Make sure these two metals DO NOT TOUCH in the solution.
- You’ve just made a battery! Test it with your digital volt meter and make a note of the voltage reading. Connect the multimeter in series to read the current (remove a clip from the metal and clip it to one test probe, and attach the other test probe to the metal. Make sure you’re reading AMPS, not VOLTS when you note the reading for current).
- Test out different combinations of materials and note which gives the highest voltage reading for you. Is it enough to light an LED? Buzzer? Motor? What if you made two of these and connected them in series? Three? Four?
Electrochemistry studies chemical reactions that generate a voltage and vice versa (when a voltage drives a chemical reaction), called oxidation and reduction (redox) reactions. When electrons are transferred between molecules, it’s a redox process.
Fruit batteries use electrolytes (solution containing free ions, like salt water or lemon juice) to generate a voltage. Think of electrolytes as a material that dissolves in water to make a solution that conducts electricity. Fruit batteries also need electrodes made of conductive material, like metal. Metals are conductors not because electricity passes through them, but because they contain electrons that can move. Think of the metal wire like a hose full of water. The water can move through the hose. An insulator would be like a hose full of cement – no charge can move through it.
You need two different metals in this experiment that are close, but not touching inside the solution. If the two metals are the same, the chemical reaction doesn’t start and no ions flow and no voltage is generated – nothing happens.
Exercises
- Which combination gives the highest voltage?
- What happens if you use two strips of the same material?
- What would happen if we used non-metal strips?
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Hi Sky,
Thanks for writing! Sometimes if an answer doesn’t show up to a question, it’s because I either called them personally or wrote a private email. I should really specify that so it doesn’t look like people are left hanging with their questions.
As for your particular question, I recommend families who teach by grade level go back to the topics to pick up the reading there. Also, the background reading and detailed explanations are included in the worksheet that accompany many of the experiment lessons. But for the actual textbook reading, you’ll need to go back to the topic itself. We find that learning is not segmented depending on age/grade, but rather dependent on a child’s experience and interest, as well as the parent’s educational goals for their child.
However, many of our families need a more segmented approach to fulfill state or school district requirements, or simply prefer it. This is why eScience is designed to support a less segmented style (by topic) and a more segmented style (by grade). To learn more about how each option works, you can watch our videos on the Getting Started page here:
https://www.sciencelearningspace2.com/getting-started/
Let me know if you need additional help!
I have the same question as Aileen Chase above, which was never answered. I would like to follow the grade level recommendations, but the topic units seems to be easier to follow, however may go in a little too deep for the grade level we are at. Trying to find the best way possible to navigate and use this site. In the grade level it lists the science topics covered but there are no reading or exercise lessons and the videos seem to be for all grade levels on that topic. Help!
I’ll have my team get in touch via email!
can i have acces to salty battery
I’ll have my team connect with you!
Do we have access to the salty battery experiment? Can we?
I’ll have my team connect with you right away!
Please can I have access to salty battery
I’ll have my team connect with you right away!
can I please have access to the salty battery experiment!!!
I’ll have my team connect with you right away.
Could you give me access to the salty battery experiment please?
Thanks!
Heather
It’s something that conducts electricity, that is used to make contact in a circuit. A battery has two electrodes (plus and minus). You can read more about how it was discovered and named here.
what are electrodes
I’ll have my team connect with you right away!
I’m really new to this program and trying to understand how to navigate it. I clicked on the 4th grade level button and this experiment was listed, but says its for grades 9-12 and I don’t have access to it. I thought all of the experiments listed under each grade level were appropriate for that level.
When you say “ruined”, what happened exactly? And did you substitute anything for this experiment? Sometimes if the salt has other trace minerals it can sometimes leave the color a bit off. And yes, as a good reminder to everyone: don’t use nice stuff for science experiments in general because you never know what can happen!
I don’t recommend using silver spoon – it ruin mine
if you put more in will it generate more