Lithium Batteries: A Practical Application of Chemical Principles

Richard S. Treptow
Department of Chemistry and Physics, Chicago State University, Chicago, IL 60628-1598
J. Chem. Educ., 2003, 80 (9), p 1015
DOI: 10.1021/ed080p1015
Publication Date (Web): September 1, 2003

Abstract

In recent years batteries have emerged in the marketplace that take advantage of the unique properties of lithium. Lithium metal is an attractive choice to serve as a battery anode because it is easily oxidized and it produces an exceptionally high amount of electrical charge per unit-weight. The electrolytes used in lithium batteries contain lithium salts dissolved in polar organic solvents. A variety of substances can serve as the battery cathode. They include inorganic solids, liquids, and dissolved gas. The cell potentials of lithium-metal batteries can be calculated from thermodynamic principles. These open-circuit voltages can be compared to the operating voltages of batteries delivering a current. Some lithium batteries employ intercalation compounds as their cathodes. These solids have layered or tunneled crystal structures into which lithium ions insert during the reduction process. When an intercalation cathode is paired with a lithiated-graphite anode, the resulting battery has the advantage of being rechargeable. It is known as a lithium-ion battery because no lithium metal is present.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Physical Chemistry

Keywords (Subject):

Consumer Chemistry

Citing Articles

Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.

This article has been cited by 1 ACS Journal articles (1 most recent appear below).

  • Cover Image

    Addition of a Project-Based Component to a Conventional Expository Physical Chemistry Laboratory

    Georgios Tsaparlis and Marianna Gorezi
    Journal of Chemical Education2007 84 (4), 668
    • Addition of a Project-Based Component to a Conventional Expository Physical Chemistry Laboratory

      Georgios Tsaparlis and Marianna Gorezi
      Journal of Chemical Education2007 84 (4), 668

      The conventional expository style of laboratory instruction has been criticized for its "cookbook" nature and for placing little emphasis on thinking. Inquiry-based activities require the learners to generate their own procedures. A simpler variety is the ...

Tools

SciFinder Links

SciFinder subscribers:  Click to sign in | Not a SciFinder subscriber? Learn more at www.cas.org

Explore by:


History

  • Received: August 03, 2009

Recommend & Share

  • Share on ACS NetworkACS Network
  • Add to FacebookFacebook
  • Tweet ThisTweet This
  • Add to CiteULikeCiteULike
  • Add to NewsvineNewsvine
  • Digg ThisDigg This
  • Add to DeliciousDelicious

Related Content

See also: