Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Rechargeable cells

20 minutes

Find Out: The battery revolution

25 minutes

Take Action: Chemical consultants

5 minutes

Reflection

Learning intentions and success criteria

Students will:

investigate the production of electricity from electrochemical cells by exploring the chemistry behind advanced battery technologies and evaluating their role in Queensland's transition to renewable energy.

Students can:

describe the key components and functions of electrochemical cells
evaluate different battery technologies, such as Lithium-ion and Vanadium Flow batteries, by analysing their chemical properties, advantages, and limitations.
recommend a suitable battery technology for Queensland's energy transition based on a detailed assessment of chemical principles, environmental impact, and economic considerations.

Preparation

This lesson allows students to explore battery technologies of the future through the lens of Unit 3 Chemistry. Before undertaking this lesson, it is recommended that students have prior knowledge and understanding of redox reactions and electrolytic cells.

Tune In: Rechargeable cells

Step 1

Briefly ask your students to define the difference between a primary and a secondary cell using the table on their Student Worksheet, providing an example of each.

Primary Cell

Secondary Cell

• A type of galvanic cell that is disposable and not designed to be recharged.
• Chemical energy is converted into electrical energy using spontaneous redox reactions
• An example is the alkaline batteries most commonly found in small portable devices like remote controls

• A type of galvanic cell that is rechargeable and designed to be used many times
• During discharging, the system acts as a galvanic cell, converting chemical energy into electrical energy through a spontaneous redox reaction
• During charging, the system acts as an electrolytic cell, converting electrical energy into chemical energy through a non-spontaneous redox reaction
• An example is the lithium ion batteries most commonly found in small rechargeable devices like phones, laptops and even electric vehicles!

Step 2

Explain to your students that lithium-ion cells are a popular choice of rechargeable battery that we are all most likely using every single day. They are in devices like mobile phones, laptops, and electric vehicles.

Show your students the animation on this webpage from the US Department of Energy (https://www.energy.gov/energysaver/articles/how-lithium-ion-batteries-work#:~:text=The%20Basics,vice%20versa%20through%20the%20separator). Play the animation and have students describe in their worksheets what is happening during the charging and discharging processes, labelling the anode, cathode, direction of electron flow and the polarity of the electrodes.

You might also like to draw out some other observations of this battery system.

What does the blue represent in the battery? The electrolyte. This solution contains free-moving ions and is able to conduct electricity. The free-moving ions can donate or accept electrons, allowing electrons to flow through the external circuit.
What does the black line in the middle of the battery represent? The separator/membrane. This prevents products from coming into contact and reacting with each other.

Find Out: The battery revolution

Step 1

Discuss the concept of Lithium-ion batteries with your class by asking them: “What else are these types of batteries capable of?”

Students might be aware that in addition to powering everyday devices, these batteries play an important role in the renewable energy sector by acting as energy storage devices. Elicit discussion from your students by asking if anyone has a household battery storage system or has seen anything about how battery storage technology is used in Australia.

Step 2

Watch the following videos with your students to introduce them to the concept of grid-scale batteries and their importance in Australia's transition to renewable energy. As your students watch the videos, invite them to complete the peel-the-fruit thinking routine in their Student Worksheet to draw out their observations.

VIDEO 1

Origins Grid Scale Battery - Origin (https://www.youtube.com/watch?v=3uKPPQoTLkY&t=97s)

VIDEO 2

How are big batteries helping to transition to renewables? - Australian Renewable Energy Agency (ARENA) - (https://youtu.be/_e0qcXgA8VM?list=PLEtIWM856Qqv0NopBbGufeLE3DWWH5Mmz)

Step 3

Discuss students’ observations and learnings from the video focusing on the central ideas of the content and also how this issue connects to their understanding of chemical principles and electrolytic cells.

Suggested responses:

large-scale batteries are used to store energy from renewable sources, which can be used when demand is higher or when renewable sources provide the energy, such as solar and wind, producing less power.
they will help support the growth of renewable energy by ensuring the reliability and consistency of the electricity grid.
the batteries are large secondary cells that function by utilising redox reactions. they can be charged by energy generated by wind and solar when there is an excess of these sources of energy (acting as an electrolytic cell). they can then be discharged when the electricity is needed (acting as a galvanic cell)

Step 4

Task your students with diving more deeply into energy storage by researching some important facets of the technology. Distribute or provide the link to the Energy Storage Factsheet to your students. As they read through the factsheet, encourage them to write notes in response to the following questions on their Student Worksheet.

What types of energy storage are there?
What are large-scale batteries?
Why are they needed?
What are the advantages of battery storage?
What are the possible disadvantages of battery storage?
What are the steps in supplying batteries?

Extension opportunities: you might like to encourage early finishers or students requiring an extension to conduct their own research as well as using the factsheet provided. Students could look into the current projects in their state, such as in Queensland. Focusing on where these large-scale batteries will be constructed, the types of batteries that will be used and why. Students could also look into the supply chain in more detail, understanding the impacts of each step in the chain. The following resources could be a great jumping-off point for these students:

Take Action: Chemical consultants

Step 1

Display page five of the Future Energy Jobs Guide and reiterate to your students that Queensland has a plan to ensure 80% of its energy is renewable by 2035. They aim to get there by investing in solar, wind, pumped hydro, transmission, distribution, and battery storage.

The focus of this lesson is battery storage, however, you might like to discuss some ways that chemistry is involved with other renewable technologies with your students before moving on to the next steps. Refer to the Teacher Content Information for some more detailed information about specific career types utilising chemistry in the renewables sector. You and your students can find out more using the Future Energy jobs Guide.

Solar	Chemistry is essential in creating materials for solar panels, like the semiconductors that convert sunlight into electricity. Renewable Energy Engineers apply chemical engineering principles to develop solar technologies, improve efficiency, and work on recycling processes. Materials Engineers focus on designing systems to recycle spent solar panels, reducing environmental waste.
Wind	Chemistry is crucial in developing strong, durable materials for wind turbines. Renewable Energy Engineers combine chemical and mechanical engineering to optimise wind farm developments. Laboratory Technical Officers support this by testing materials used in turbine blades and ensuring they meet safety and performance standards.
Pumped Hydro	Chemistry plays a role in treating water in pumped hydro systems, ensuring they run efficiently and safely. Environmental Engineers use chemistry to minimise the impact of these projects on ecosystems, while Process Engineers design and optimise the equipment that controls water flow and pressure in hydroelectric plants.
Transmission and Distribution	Chemistry helps in the development of materials that conduct electricity efficiently and insulate transmission lines. Chemical Engineers might work on improving these materials to enhance the reliability of the energy grid.

Step 2

Explain to your students that in this last part of the lesson they will be working in groups to act as chemical consultants to investigate how Queensland can meet its renewable energy targets by focusing on battery storage.

Whilst they are not the only ones, two of the most important battery storage technologies are Lithium ion batteries and Vanadium Flow batteries. Lithium-ion batteries are the most common battery used to store electricity however, Queensland is also investing in Vanadium batteries.

Step 3

Divide your students into small groups and explain that their task is to work together to decide which battery technology should be invested in for large-scale battery systems in Queensland, ultimately recommending which type of battery storage technology is most suitable for Queensland from a chemistry perspective.

Groups should create a report outlining their choice and why, focusing on the guiding questions below. Highlight to students that they are being asked to make this choice because of their chemical knowledge and so this should feature heavily in their proposals. Groups should be encouraged to assign members with different roles to ensure they can effectively and efficiently create their report.

What materials do both types of batteries use?
What advantages and limitations do these materials have in terms of their chemical properties, extraction techniques, operation disposal and recycling capabilities?
How does each battery work? What are the chemical principles behind the operation of these types of secondary cells? Draw or annotate diagrams showing the functioning of both types of battery utilising your knowledge of chemistry, redox and electrolytic cells.
What are the benefits and limitations of each type of battery? (Think cost, material availability, construction, lifespan, space required, social, economic and environmental considerations.)
Which battery type should be focused on in order to meet the Queensland Governments target of 80% renewable energy by 2023?
What careers and jobs are necessary to ensure that these batteries can be designed, constructed and maintained in the transition?

Step 4

Distribute the Lithium-ion and Vanadium Flow Batteries Factsheet to each group to kick start their research. This factsheet provides general information about both tyes of batteries as well as links to extra resources that can assist in their research. Students should be encouraged to undertake their own research as well as use the resources provided.

Depending on the amount of time you have to dedicate to this task you could undertake it in different ways. You may like to dedicate more time to this task and structure it as an assessment or homework activity. Alternatively, if you want to shorten the task, you may like to allocate just one type of battery to each group, or have students focus on just one question each, bringing together everyone's responses at the end of the class to discuss the feasibility of both battery types for use in the renewable transition in Queensland.

Step 5

Once students have completed their report, bring the class back together to discuss their findings.

What were the chemical principles behind each type of battery technology? How were they similar and different?
What battery storage technology have they proposed as most suitable for Queenslands energy transition and why?
Did groups have similar findings, why or why not?

Reflection

Reflect on the lesson with your students by posing the following questions as exit tickets.

What importance does energy storage have in the transition to renewable energy?
How does an understanding of redox reactions, galvanic cells and electrolytic cells empower you to understand the information you might see in the media about the renewable energy transition?

The Chemistry Behind Large-Scale Battery Storage

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