Electrochemistry: This class introduces students to the principles of electrochemistry, focusing on redox reactions and galvanic cell.

From 39.99 C$ /h

Lesson: Electrochemistry
Duration: 60 minutes
Grade Level: Advanced Science / Chemistry (IGCSE, A Level, IB)
Main Objectives:
By the end of this lesson, students should be able to:
1. Define electrochemistry and explain its importance.
2. Describe the difference between electrolytic and galvanic (voltaic) cells.
3. Write half-reactions and overall cell reactions.
4. Calculate standard electrode potentials and predict the direction of electron flow.
5. Understand practical applications of electrochemistry in everyday life.

Lesson Outline / Brief Notes:

1. Introduction to Electrochemistry (10 minutes)
Definition: Electrochemistry is the branch of chemistry that deals with the relationship between chemical reactions and electricity.
Key Concept: Redox reactions involve the transfer of electrons.
Real-life example: Batteries, electroplating, corrosion prevention.
2. Galvanic (Voltaic) Cells (15 minutes)
Composed of two half-cells connected by a salt bridge.
Oxidation occurs at the anode, reduction at the cathode.
Example: Daniell cell
Zn(s) | Zn2+(aq) || Cu2+(aq) | Cu(s)
Oxidation: Zn → Zn2+ + 2e−
Reduction: Cu2+ + 2e− → Cu
3. Electrolytic Cells (10 minutes)
Require an external power source to drive non-spontaneous reactions.
Example: Electrolysis of molten NaCl
At cathode: Na+ + e− → Na
At anode: 2Cl− → Cl2 + 2e-
4. Standard Electrode Potentials (10 minutes)
Electrode potential measures the tendency of a species to be reduced.
Example:
Zn2+/Zn: -0.76 V
Cu2+/Cu: +0.34 V
Predict electron flow: Electrons flow from Zn to Cu in a Daniell cell.
5. Applications of Electrochemistry (5 minutes)
Batteries (Li-ion, lead-acid)
Electroplating (silver plating, chromium plating)
Corrosion protection (galvanization)
Exercise (10 minutes)
1. Short Answer Questions:
a. Define electrochemistry.
b. Identify the anode and cathode in a zinc-copper galvanic cell.
c. Explain the difference between galvanic and electrolytic cells.
2. Calculation:
Given:
Zn2+/Zn: -0.76 V
Cu2+/Cu: +0.34 V
Calculate the standard cell potential of a Daniell cell.
3. Application Question:
Describe one practical application of electrochemistry in everyday life and explain how it works.

Extra information

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Location

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At student's location :

Around Amsterdam, Netherlands

At teacher's location :

Notre Dame Cadeaux / Retronome Paris, Paris, France

Online from Zambia

About Me

Experienced Science Educator with nearly a decade of teaching Biology and Chemistry across A Level, AS Level, O Level, IGCSE, Edexcel, and IB curricula, complemented by proficiency in Physics and Mathematics. Passionate about problem-solving, scientific inquiry, and continuous learning through documentaries and research, I am dedicated to delivering high-quality education that inspires curiosity, fosters critical thinking, and drives academic excellence in students.

Education

Bachelor’s Degree in Science Education – Kwame Nkrumah University, 2022 Certificate of Completion in Science Teaching Capital- Cambridge university press Science Practical in Blended Education – Cambridge university press

Experience / Qualifications

I am an experienced educator with four years of teaching Chemistry, Biology, Physics, and Mathematics across multiple curricula, including A Level, IGCSE, Edexcel, and IB. I also lead a team of trained teachers specializing in Commercial subjects, Computer Science, and ICT, fostering a collaborative and multidisciplinary approach to learning. Committed to high-quality education, I focus on developing critical thinking, problem-solving skills, and academic excellence in all students.

Age

Teenagers (13-17 years old)

Adults (18-64 years old)

Seniors (65+ years old)

Student level

Beginner

Intermediate

Advanced

Duration

60 minutes

The class is taught in

English

Skills

Chemistry

Availability of a typical week

(GMT -05:00)

New York

At teacher's location and via webcam

At student's home

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00-04

04-08

08-12

12-16

16-20

20-24

IGCSE, Edexcel, Checkpoint, IB, Combined sciences Biology, Chemistry, Mathematics,

49.99 C$ /h

These courses provide students with a broad and engaging foundation in Science, covering Biology, Chemistry, and Physics. In Biology, learners investigate the structures, functions, and interactions of living organisms and their environments. Chemistry lessons focus on the composition, properties, and reactions of substances, helping students understand the building blocks of matter and the changes it undergoes. Physics explores the fundamental principles of energy, motion, and forces that shape the physical world. Through a balance of theory, practical experiments, and problem-solving activities, students develop critical thinking, analytical skills, and a deeper appreciation of how science explains and influences everyday life.

Enthalpy Changes in Chemical Reactions; This lesson explores how chemical reactions involve energy changes that can be exo or endothermic.

39.99 C$ /h

Lesson Plan: Enthalpy Changes in Chemical Reactions
Grade/Level: Secondary / IGCSE / AS level
Duration: 60 minutes
Topic: Enthalpy Changes in Reactions
Lesson Objectives
By the end of the lesson, students should be able to:
1. Understand that chemical reactions are accompanied by enthalpy changes, which can be exothermic or endothermic.
2. Construct and interpret reaction pathway diagrams, showing enthalpy change and activation energy.
3. Define and use key terms: standard conditions (⦵), enthalpy change of reaction (ΔHr⦵), formation (ΔHf⦵), combustion (ΔHc⦵), and neutralisation (ΔHneut⦵).
Lesson Breakdown (60 minutes)
1. Introduction (5 minutes)
Begin with a real-life hook:
Ask: “Why does burning wood release heat, but dissolving ammonium nitrate in water feels cold?”
Link to lesson: These are examples of exothermic and endothermic reactions.
2. Theory: Enthalpy Changes (10 minutes)
Define enthalpy (H): The heat content of a system at constant pressure.
Define enthalpy change (ΔH): Heat energy transferred during a reaction at constant pressure.
Distinguish:
Exothermic reaction: ΔH is negative (heat released).
Endothermic reaction: ΔH is positive (heat absorbed).
Give simple examples:
Exothermic → combustion of methane.
Endothermic → thermal decomposition of calcium carbonate.
3. Reaction Pathway Diagrams (15 minutes)
Draw and explain two diagrams:
Exothermic pathway: Products lower in energy than reactants, ΔH negative.
Endothermic pathway: Products higher in energy than reactants, ΔH positive.
Introduce activation energy (Ea):Minimum energy needed for reaction to occur.
Label diagrams clearly:
Reactants → peak (activation energy) → products.
Highlight ΔH and Ea.
4. Standard Conditions and Key Enthalpy Terms (15 minutes)
Explain standard conditions (⦵):

298 K (25°C), 101 kPa pressure, substances in standard states.
Define and discuss:
Standard enthalpy change of reaction (ΔHr⦵): Heat change when reaction occurs in molar quantities under standard conditions.
Standard enthalpy of formation (ΔHf⦵): Heat change when 1 mole of compound is formed from its elements in their standard states.
Standard enthalpy of combustion (ΔHc⦵):Heat change when 1 mole of substance is completely burnt in oxygen under standard conditions.
Standard enthalpy of neutralisation (ΔHneut⦵): Heat change when an acid and alkali react to form 1 mole of water under standard conditions.
Use simple examples for each (e.g., combustion of methane, formation of H2O, neutralisation of HCl with NaOH).

5. Guided Practice / Mini Activity (10 minutes)
Students sketch their own reaction pathway diagrams (exothermic and endothermic).
Label ΔH and Ea.
Pair discussion: “Why do we still need activation energy even for exothermic reactions?”

6. Exercise (Homework / Classwork) (5 minutes)
Answer the following questions:
1. State whether each reaction is exothermic or endothermic:
a) Burning propane gas in oxygen.
b) Photosynthesis in plants.
c) Dissolving anhydrous copper(II) sulfate in water.

2. On a reaction pathway diagram:

Show ΔH and Ea for an endothermic reaction.

3. Define the following terms and give one example each:
a) Standard enthalpy of formation (ΔHf⦵)
b) Standard enthalpy of combustion (ΔHc⦵)
c) Standard enthalpy of neutralisation (ΔHneut⦵)

4. Under standard conditions, the enthalpy of combustion of methane is –890 kJ mol−1.

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* Structure of Atom
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* Equilibrium
* Redox Reactions
* Hydrogen
* s-block Elements (Alkali and Alkaline earth metals)
* p-block Elements
* d-block Elements
* f-block Elements
* Organic Chemistry: some basic principles and techniques
* Hydrocarbons
* Environmental Chemistry
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* Solutions
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* Chemical Kinetics
* Surface Chemistry
* General Principles and Processes of Isolation Elements
* Coordination Compounds
* Haloalkanes and Haloarenes
* Alcohols, Phenols and Ethers
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Science Checkpoint Stage 8/9: Preparation of Salts – Interactive and Simplified Learning

Are you struggling to understand how salts are prepared in chemistry? Join my interactive and easy-to-follow lesson on Apprentus, where I will simplify the process of preparing salts and ensure you gain a clear understanding of the topic.

Lesson Description
In this engaging online lesson, I will guide students through the preparation of salts, covering key concepts such as:
✅ Types of salts (soluble and insoluble)
✅ Methods of salt preparation (neutralization, precipitation, direct combination, etc.)
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✅ Safety precautions and common mistakes to avoid
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🧪 IB Chemistry Apprentice Lesson Plan

Topic: The Electromagnetic Spectrum
Level: IB Year 1 (Apprentice)
Duration: 60 minutes

Lesson Objectives

By the end of this lesson, students should be able to:

‣ Describe the electromagnetic spectrum and identify its different regions.
‣ Understand and apply the equation c = fλ.
‣ Differentiate between a continuous spectrum and a line spectrum.
‣ Explain the concept of quantized energy in atoms.

Lesson Outline

Introduction (0–5 minutes)
Start the lesson by asking students a few engaging questions:
What are some examples of invisible light or radiation around us?
Why do we wear sunscreen?

Allow brief responses, then explain that all of these examples are part of the electromagnetic spectrum, which we will study today.

Teaching Phase 1 – Overview of the Electromagnetic Spectrum (5–15 minutes)
Introduce the electromagnetic spectrum. Explain that it is a range of all electromagnetic waves, which vary by frequency and wavelength. Emphasize that all electromagnetic waves travel at the same speed in a vacuum – the speed of light, c = 3.00 × 108 m/s.
Key formula to introduce: c = fλ, where:
c = speed of light
f = frequency (Hz)
λ = wavelength (m)

Point out that high-frequency waves have short wavelengths and higher energy (like gamma rays), while low-frequency waves have long wavelengths and lower energy (like radio waves). Display a spectrum diagram showing the range from radio to gamma rays, with visible light in the center.

Teaching Phase 2 – Spectrum Types: Continuous vs. Line Spectrum (15–25 minutes)
Explain the difference between continuous and line spectra.

A continuous spectrum** contains all wavelengths in a range, like a rainbow produced when white light passes through a prism.
A line spectrum** shows only specific wavelengths or frequencies. This happens when excited electrons fall back to lower energy levels and release photons of specific energies.
Explain that energy is **quantized**—electrons cannot have just any amount of energy; only specific values are allowed. Use the helium line spectrum image as an example.

Real-World Examples and Class Discussion (35–45 minutes)
Give students three practical examples and discuss their uses:

1. Microwaves – Used in cooking and communications.
2. Ultraviolet (UV) rays – Cause sunburn; used in sterilizing equipment.
3. Gamma rays– Used in cancer treatment and in detecting radioactive materials.

Ask students:
Where do you see or use electromagnetic waves in your daily life?
Encourage short contributions to reinforce understanding.

Student Exercises (45–55 minutes)
Have students complete these three questions individually:

1. A wave has a frequency of 6.0 × 1014 Hz. Calculate its wavelength using c = 3.00 × 108 m/s.
2. Explain the difference between a continuous and line spectrum, with an example of each.
3. Why are gamma rays more dangerous to humans than radio waves?

Wrap-Up and Recap (55–60 minutes)
Call on a few students to briefly summarize one key thing they learned.

Kartikey

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