Tech Scholarship

Historical Background of the Battery

Decker, F. (2005). Volta and the "pile". Retrieved from http://electrochem.cwru.edu/encycl/art-v01-volta.htm

This article examined the early invention of the “pile” that was the first battery in history and developed by Alessandro Volta (1745-1827). This first battery was named the “artificial electrical organ” based on the patterning after the behavior of a selachian fish that gives out strong electric shocks. The early discoveries of Volta have impacted the evolution of batteries, particularly on its usage in today’s society. This includes the influence of Volta’s early invention with the emergence of new ideas from Watts’ first steam engine, Lavoisier’s law of mass conservation, the declaration of American independence, the French revolution, to name a few. These new ideas occurred during the “age of enlightenment” and have led to more progressive developments, recognition, and further improvement in the use of batteries to support more than 200 years of essential living.

Hirsh, Ph.D., R., & Finn, Ph.D., B. (2002). Powering the past: A look back. Retrieved from http://americanhistory.si.edu/powering/past/prehist.htm

The authors of this article discussed about the origin of electrical power that began in 1895, which was made possible through the diversion of the Niagra Falls water through a pair of high-speed turbines together with two highly powered generators. However, electrical power would not have been available, if not for the earlier discovery of batteries during the 1800s. Though Volta’s invention of the first battery has been significant in leading to further discoveries in power and energy, improvements were needed to strengthen the voltage of batteries. Nevertheless, the early invention of the batteries led to additional discoveries of power storage within confined generators or secured containers. The ability to secure power within transportable and confined generators or containers has led to greater and wider availability of electricity, as well as the steadier production of current that can be transported and used in different equipment and machineries.

History in a Jar. (2010). Connect Magazine, 24(2), 26.

This article discussed a short history on the first battery, including (a) the early contributions of Alesandro Volta who was cited as the inventor of the first battery, and (b) the contributions of other scientists. The article further examined Alessandro Volta’s creation of the first battery as a significant contributor in the development and implementation of new and current batteries that are used in today’s different technologies. In addition, this article explained the evidences on the invention of the Baghdad Battery or Parthian Battery that may be considered as the true first battery. This battery, in particular, relied on acidic liquid that is surrounded with an iron rod. There were speculations that this battery was used in electroplating process, which could have been used to combine a layer of gold or silver over other metals.

Sha, R. C. (2012). Volta's Battery, Animal Electricity, and Frankenstein. European Romantic Review, 23(1), 21-41. doi:10.1080/10509585.2012.639182

 This article examined Alessandro Volta’s invention of the battery and its contributions to the development of electricity. This includes the discourse on (a) Frankenstein’s story as a comparative analysis on the instruments of life as a symbolical representation on the use of batteries; (b) animal electricity as metallic electricity, rather than being interpreted as some internal force of the animal; (c) the boundaries of machine and life; (d) the relationship in terms of similarities and difference with the scientific practices of Victor Frankenstein; and, (e) Mary Shelley’s understanding on the “signs of life”; to name a few. In addition, the article included the (a) relationship between electrical science and figurative things, (b) monstrous electricity, and (c) relationship between natural philosophy and science.

Contribution of the Battery to Society and Education

Bard, J. (2012, May 10). Teams from 39 Southern California schools prepare for solar boat races. Retrieved from http://bit.ly/IMaHfI

Bard’s (2012) article focuses on providing students from southern California the opportunity to participate in a solar boat race. This competition provided opportunities for students to immerse their knowledge and skills in Science with interdisciplinary studies, such as technology, engineering, math curriculum, environmental science, and visual and language arts, to name a few. The concept of batteries promoted the further invention and creation of other forms of energy. The solar-powered boat race offered students the challenge, experience, and understanding on environmental science, water resource management, conservation, and alternative energy development. 

Educause Center for Applied Research (ECAR). (2005). Using mobile technology to enhance students' educational experiences. Retrieved from http://net.educause.edu/ir/library/pdf/ers0502/cs/ecs0502.pdf

This article provided information on the initial development and implementation of mobile learning in school environments. ECAR examined the pros and cons of mobile learning based on (a) availability of technology structure, (b) concept of personalization, (c) essential role of mobile technology in student learning, (d) identification on appropriate support to achieve best results for mobile learning, (e) different uses of mobile learning, (f) logistics, resources, and costs of wireless and mobile learning (g) communication between and among users, (h) accessibility of online course(s) in mobile devices, (i) batteries usability and limitations, and (j) impact of weight and size of mobile devices in actual field work.

McCrea, B. (2010, September 2). Opening up to digital textbooks. Retrieved from http://bit.ly/PmYAgY

McCrea’s (2010) article provided information on the deployment and implementation of digital textbooks in schools to support technology integration in different content areas, increase accessibility to student attendance and progress information, and more practical use of textbooks among students. This includes the (a) ease of use in digital textbooks compared to the daily transportation of physical books in students’ backpacks; (b) flexibility and availability of other instructional and learning tools that come with eBooks; (c) infusion of more technology in teaching and student learning; (d) easier ways of sending web-based surveys to obtain feedback from students; and (e) access of online information from a district-monitored Internet structure.

Nagel, D. (2011, October 20). Activexpression2 response system gets full keyboard, equation support. Retrieved from http://bit.ly/RSoEfD

Nagel’s (2011) article discussed about the different features of Promethean’s Activexpression 2 Response System. This technology device provides students and teachers with opportunities to (a) assess understanding on what students learned from different subjects, topics, activities, or lessons; (b) expand and support the use of mobile devices for effective classroom instruction; (c) support collaboration and active participation among students; (d) integrate relevant use of technology in content delivery and implementation; and, (e) integrate the use of other technology equipment and devices in the classrooms to build an appropriate 21st century teaching and learning. Furthermore, the article provided information on the technical features and specifications that can be found in the Activexpression 2 Response System.

Prensky, M. (2005, December 2). Shaping tech for the classroom. Retrieved from http://bit.ly/hWlFji

Prensky’s (2005) article offered valuable information on the importance of supporting 21st century teaching and learning. Many schools are challenged with keeping up to date with the fast and immediate demands of modern society. In doing so, schools are experiencing difficulty in providing students and teachers with current technologies and best practices to increase participation and engagement in effective teaching and student learning. Though many schools are embracing the use of online accessibility to further teaching, collaboration, and communication among students, challenges continue to exist with regard to separating old practices with more relevant technology integration. Schools are faced with fully understanding the newer generation, often referred to as the digital natives, and how this generation can establish productive and meaningful relationships with the older generation, otherwise known as digital immigrants. There are also issues in providing one-to-one accessibility to technology, better implementation of technology integration in everyday teaching, and being more open and acceptable to changes.

Recharge. (2012). Advanced rechargeable batteries. Retrieved from http://bit.ly/PNAVGt

This article provided information on the development and improvement on performance of products to deliver higher effectiveness and improved financial value to customers with regard to their support and use of products or goods. These products or goods focused on battery collection, material recovery, and use. Furthermore, this article included information on the (a) role of advanced rechargeable batteries in society; (b) wide application of batteries in the areas, such as mobile communication, laptops, cordless power tools, individual cells, and other consumer applications; (c) role of batteries in responding to e-mobility, such as hybrid-mode, plug-in hybrid electric, full electric, and mass transport; (d) sustainability; and, (e) use of resources to support an efficient economy.

Schaffhauser, D. (2012, March 21). Saint Francis high chooses new iPad for 1:1 initiative. Retrieved from http://bit.ly/T7Ojjx

Schaffhauser’s (2012) article explained the experience of a high school in Mountain View, California that launched a school-wide one-to-one implementation of iPads. The goals behind this one-to-one iPad initiative included (a) using mobile and tablet applications that support testing, student and teacher input, research review, and obtaining feedback; (b) serving multiple purposes, such as textbooks, calculators, cameras, dictionaries, encyclopedias, etc.; (c) supporting multiple languages; (d) using an extensive library of educational applications; (e) iPad’s light weight and long lasting batteries; (f) migration of textbooks in digital formats; and (g) availability of iPads in other schools within the Mountain View, California community.

References

Castelvecchi, D. (2009). BATTERIES. (Cover story). Scientific American, 301(3), 73.

Decker, F. (2005). Volta and the "pile". Retrieved from http://electrochem.cwru.edu/encycl/art-v01-volta.htm

Hirsh, Ph.D., R., & Finn, Ph.D., B. (2002). Powering the past: A look back. Retrieved from http://americanhistory.si.edu/powering/past/prehist.htm

History in a Jar. (2010). Connect Magazine, 24(2), 26.

McCrea, B. (2010, September 2). Opening up to digital textbooks. Retrieved from http://thejournal.com/articles/2010/09/02/opening-up-to-digital-textbooks.aspx?sc_lang=en

Nagel, D. (2011, October 20). Activexpression2 response system gets full keyboard, equation support. Retrieved from http://thejournal.com/articles/2011/10/20/activexpression2-response-system-gets-full-keyboard-equation-support.aspx?sc_lang=en

Prensky, M. (2005, December 2). Shaping tech for the classroom. Retrieved from http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

Recharge. (2012). Advanced rechargeable batteries. Retrieved from http://bit.ly/PNAVGt

Schaffhauser, D. (2012, March 21). Saint Francis high chooses new iPad for 1:1 initiative. Retrieved from http://thejournal.com/articles/2012/03/21/saint-francis-high-chooses-ipad-3-for-new-1-1.aspx?sc_lang=en

Sha, R. C. (2012). Volta's Battery, Animal Electricity, and Frankenstein. European Romantic Review, 23(1), 21-41. doi:10.1080/10509585.2012.639182