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Corrosion and Precipitation Mark as Favorite (6 Favorites)

ACTIVITY in Solubility, Precipitate, Net Ionic Equation. Last updated May 03, 2023.

Summary

In this activity, students will investigate concepts of corrosion and redox as they consider the Flint, Michigan Water Crisis and the question, “How did the lead get into Flint’s drinking water?” As they explore these topics while also considering solubility, students will begin to understand how corrosion control is used to prevent lead from contaminating a drinking water supply.

Grade Level

High School

NGSS Alignment

This activity will help prepare your students to meet the performance expectations in the following standards:

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Scientific and Engineering Practices:
- Analyzing and Interpreting Data
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information

Objectives

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

Explain the meaning of corrosion and describe how it can be prevented.
Compare the reactivity of metals using an activity series.
Differentiate between oxidation and reduction.
Correctly write both redox and net ionic equations.

Chemistry Topics

This activity supports students’ understanding of:

Chemical Reactions
Electrochemistry
Activity Series
Oxidation
Reduction
Redox Reactions
Solutions
Solubility
Precipitate
Net Ionic Equation

Time

Teacher Preparation: 5–10 minutes
Lesson: 90 minutes

Materials

Student Handout
Activity Series of Metals
Internet Access

Safety

No specific safety precautions need to be observed for this activity.

Teacher Notes

To learn more about this activity, read the associated article, Exploring Social Justice Through a Chemistry Lens, featured in the May 2023 issue of Chemistry Solutions.
This activity is intended to be used as the third part of a semester-long project. Unlike a typical project that is confined to a particular unit or topic, the Flint Water Crisis is used as a focal point of the larger project and is revisited as needed throughout the semester. A variety of chemistry topics and activities are connected to it during this time.
Teachers can use this particular activity independent of the larger project or review the related article for more information about the activities that precede and follow this one. In the five-part project, students apply concepts including solution chemistry, stoichiometry, and electrochemistry to the ongoing water crisis in Flint, Michigan. In the process, they also learn about both the science and the societal impact of this issue.
Students should have prior knowledge of redox reactions, as well as the concepts of oxidation and reduction. Students will apply their knowledge of these concepts in this activity, as well as net ionic equations and solubility.
An Answer Key document is included for teacher reference.

For the Student

Part 1: Corrosion

Watch the Corrosion of Metals video from Fuse School and answer the following questions:

What is corrosion?

What types of compounds form when a metal corrodes?

Why does the nail corrode more quickly than the other objects?

How can a metal be protected from corrosion?

Copper and lead are common metals used for water pipes. Based on your activity series, which is more likely to undergo corrosion?

When corrosion occurs, chemical processes called “oxidation and reduction” or “redox” occur.

Use your notes or the eTextbook (section 22.2) to define oxidation.

What happens to the charge of an atom when it is oxidized? (circle one):

Increases, decreases, remains the same

Use your notes or the eTextbook (section 22.2) to define reduction.

What happens to the charge of an atom when it is reduced?(circle one):