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Chapter 9 Titrimetric Methods 413
Chapter 9 Titrimetric Methods Chapter Overview Section 9A Overview of Titrimetry Section 9B Acid–Base Titrations Section 9C Complexation Titrations Section 9D Redox Titrations Section 9E Precipitation Titrations Section 9F Key Terms Section 9G Chapter Summary Section 9H Problems Section 9I Solutions to Practice Exercises Titrimetry, in which volume serves as the analytical signal, made its first appearance as an analytical method in the early eighteenth century. Titrimetric methods were not well received by the analytical chemists of that era because they could not duplicate the accuracy and precision of a gravimetric analysis. Not surprisingly, few standard texts from the 1700s and 1800s include titrimetric methods of analysis. Precipitation gravimetry developed as an analytical method without a general theory of precipitation. An empirical relationship between a precipitate’s mass and the mass of analyte— what analytical chemists call a gravimetric factor—was determined experimentally by taking a known mass of analyte through the procedure. Today, we recognize this as an early example of an external standardization. Gravimetric factors were not calculated using the stoichiometry of a precipitation reaction because chemical formulas and atomic weights were not yet available! Unlike gravimetry, the development and acceptance of titrimetry required a deeper understanding of stoichiometry, of thermodynamics, and of chemical equilibria. By the 1900s, the accuracy and precision of titrimetric methods were comparable to that of gravimetric methods, establishing titrimetry as an accepted analytical technique. 411 412 Analytical Chemistry 2.0 9A Overview of Titrimetry We are deliberately avoiding the term In titrimetry we add a reagent, called the titrant, to a solution contain- analyte at this point in our introduction ing another reagent, called the titrand, and allow them to react. -
The Practice of Chemistry Education (Paper)
CHEMISTRY EDUCATION: THE PRACTICE OF CHEMISTRY EDUCATION RESEARCH AND PRACTICE (PAPER) 2004, Vol. 5, No. 1, pp. 69-87 Concept teaching and learning/ History and philosophy of science (HPS) Juan QUÍLEZ IES José Ballester, Departamento de Física y Química, Valencia (Spain) A HISTORICAL APPROACH TO THE DEVELOPMENT OF CHEMICAL EQUILIBRIUM THROUGH THE EVOLUTION OF THE AFFINITY CONCEPT: SOME EDUCATIONAL SUGGESTIONS Received 20 September 2003; revised 11 February 2004; in final form/accepted 20 February 2004 ABSTRACT: Three basic ideas should be considered when teaching and learning chemical equilibrium: incomplete reaction, reversibility and dynamics. In this study, we concentrate on how these three ideas have eventually defined the chemical equilibrium concept. To this end, we analyse the contexts of scientific inquiry that have allowed the growth of chemical equilibrium from the first ideas of chemical affinity. At the beginning of the 18th century, chemists began the construction of different affinity tables, based on the concept of elective affinities. Berthollet reworked this idea, considering that the amount of the substances involved in a reaction was a key factor accounting for the chemical forces. Guldberg and Waage attempted to measure those forces, formulating the first affinity mathematical equations. Finally, the first ideas providing a molecular interpretation of the macroscopic properties of equilibrium reactions were presented. The historical approach of the first key ideas may serve as a basis for an appropriate sequencing of -
The History of the Concept of Element, with Particular Reference to Humphry Davy
The Physical Sciences Initiative The history of the concept of element, with particular reference to Humphry Davy One of the problems highlighted when the recently implemented chemistry syllabus was being developed was the difficulty caused by starting the teaching of the course with atoms. The new syllabus offers a possible alternative teaching order that starts at the macroscopic level, and deals with elements. If this is done, the history of the idea of elements is dealt with at a very early stage. The concept of element originated with the ancient Greeks, notably Empedocles, who around 450 BC defined elements as the basic building blocks from which all other materials are made. He stated that there were four elements: earth, air, fire and water. Substances were said to change when elements break apart and recombine under the action of the forces of strife and love. Little progress was made in this area until the seventeenth century AD. The fruitless attempts of the alchemists to change base metals such as lead into gold and to find the “elixir of life” held back progress, although much chemical knowledge and expertise was gained. In 1661, 1 The Physical Sciences Initiative The Physical Sciences Initiative Robert Boyle defined an element as a substance that cannot be broken down into simpler materials. He cast doubt on the Greek elements, and provided a criterion for showing that a material was not an element. Robert Boyle Many elements were discovered during the next 100 years, but progress was delayed by the phlogiston hypothesis. According to this hypothesis, when a substance was burned it lost a substance called phlogiston to the air. -
Electrolytic Cells
CHEMISTRY LEVEL 4C (CHM415115) ELECTROLYTIC CELLS THEORY SUMMARY & REVISION QUESTIONS (CRITERION 5) ©JAK DENNY Tasmanian TCE Chemistry Revision Guides by Jak Denny are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. INDEX: PAGES • INTRODUCTORY THEORY 3 • COMPARING ENERGY CONVERSIONS 4 • APPLICATIONS OF ELECTROLYSIS 4 • ELECTROPLATING 5 • COMPARING CELLS 6 • THE ELECTROCHEMICAL SERIES 7 • PREDICTING ELECTROLYSIS PRODUCTS 8-9 • ELECTROLYSIS PREDICTION FLOWCHART 1 0 • ELECTROLYSIS PREDICTION EXAMPLES 11 • ELECTROLYSIS PREDICTION QUESTIONS 12 • INDUSTRIAL ELECTROLYTIC PROCESSES 13 • IMPORTANT ELECTRICAL THEORY 14 • FARADAY’S ELECTROLYSIS LAWS 15 • QUANTITATIVE ELECTROLYSIS 16 • CELLS IN SERIES 17 • ELECTROLYSIS QUESTIONS 18-20 • ELECTROLYSIS TEST QUESTIONS 21-22 • TEST ANSWERS 23 2 ©JAK CHEMISTRY LEVEL 4C (CHM415115) ELECTROLYTIC CELLS (CRITERION 5) INTRODUCTION: In our recent investigation of electrochemical cells, we encountered spontaneous redox reactions that release electrical energy such as takes place in the familiar situations of “batteries”. When a car battery is ‘flat’ and needs to be recharged, a power supply (‘battery charger’) is connected to the flat battery and chemical changes take place and it is subsequently able to operate again as a power supply. The ‘recharging’ process is non-spontaneous and requires an input of energy to occur. When a cell is such that an energy input is required to make a non-spontaneous redox reaction take place, we describe the cell as an ELECTROLYTIC CELL. The redox process occurring in an ELECTROLYTIC CELL is referred to as ELECTROLYSIS. For example, consider the spontaneous redox reaction associated with an electrochemical (fuel) cell; i.e. 2H2(g) + O2(g) → 2H2O(l) + ELECTRICAL ENERGY This chemical reaction RELEASES energy which can be used to power an electric motor, to drive a machine, appliance or car. -
How Do We Learn Electrochemistry? by Jeffrey W
redcat_ad_IF_Sp2012_1.pdf 1 4/11/2012 1:36:17 PM research • news • events • resources | search • explore • connect • share • discover How Do We Learn Electrochemistry? by Jeffrey W. Fergus he importance of electrochemistry is undeniable—we on education. The fall 2006 issue was devoted to education literally cannot live without electrochemistry for proper and included articles discussing general needs for education in Tcell function and transmission of signals through the electrochemistry as well as some examples of approaches, and nervous system. Electrochemistry is also vital in a wide range even specific laboratory activities, to enhance electrochemical of important technological applications. For example, batteries education. More recently, in the summer 2010 issue, the ECS are important not only in storing energy for mobile devices Industrial Electrochemistry and Electrochemical Engineering and vehicles, but also for load leveling to enable the use of Division provided an additional evaluation of needs and some renewable energy conversion technologies. Electrochemistry activities for introducing electrochemistry into courses. The is involved in the production of materials by electrorefining current issue complements those earlier issues and provides or electrodeposition as well as the destruction of materials by insights on the status and needs in electrochemical education. TM corrosion. In spite of its ubiquity there are very few formal The first article provides a general backdrop on the state educational degree programs in electrochemistry. of higher education. Marye Ann Fox discusses the financial If electrochemistry is ubiquitous, but formal educational challenges being faced by academic institutions and how these programs are rare, how do the scientists and engineers working on challenges have an impact on the design and implementation of electrochemical products and processes learn the electrochemistry educational programs. -
Acid-Base Concentration Cell for Electric Power Generation
Europaisches Patentamt J European Patent Office 0 Publication number: 0613199 A1 Office europeen des brevets EUROPEAN PATENT APPLICATION 0 Application number: 94101725.3 0 int. CI A H01M 8/22, H01M 14/00, H01 M 6/24 0 Date of filing: 04.02.94 0 Priority: 22.02.93 US 21417 0 Applicant: Hughes Aircraft Company 7200 Hughes Terrace, 0 Date of publication of application: P.O. Box 80028 31.08.94 Bulletin 94/35 Los Angeles, California 90080-0028 (US) 0 Designated Contracting States: 0 Inventor: Ludwig, Frank A. DE FR GB 29443 Whitley Collins Rancho Palos Verdes, California (US) 0 Representative: KUHNEN, WACKER & PARTNER Alois-Steinecker-Strasse 22 D-85354 Freising (DE) 0 Acid-base concentration cell for electric power generation. 0 An electric power system particularly adapted for use in powering the electric motor or motors used in the drive train of an electric vehicle. The power system includes a power cell which is a continuous flow concentration cell which utilizes the electrochemical reaction between an acid electrolyte (11) and a base electrolyte (13) to produce electrical energy. Both the acid and base electrolyte utilized in the power cell are kept in external reservoirs (10,12). The use of external reservoirs for the electrolytes provides for increases in the energy of the system which is only limited by the size of the reservoirs. Recharging of the system is quickly and conveniently accomplished by recharging the reservoirs with fresh electrolyte, or by electrically recharging the system. Rank Xerox (UK) Business Services (3. 10/3.09/3.3.4) EP 0 613 199 A1 BACKGROUND OF THE INVENTION 1_. -
Electrochemical Real-Time Mass Spectrometry: a Novel Tool for Time-Resolved Characterization of the Products of Electrochemical Reactions
Electrochemical real-time mass spectrometry: A novel tool for time-resolved characterization of the products of electrochemical reactions Elektrochemische Realzeit-Massenspektrometrie: Eine neuartige Methode zur zeitaufgelösten Charakterisierung der Produkte elektrochemischer Reaktionen Der Technischen Fakultät der Friedrich-Alexander-Universität Erlangen-Nürnberg zur Erlangung des Doktorgrades Dr.-Ingenieur vorgelegt von Peyman Khanipour Mehrin aus Shiraz, Iran Als Dissertation genehmigt von der Technischen Fakultät der Friedrich-Alexander-Universität Erlangen-Nürnberg Tag der mündlichen Prüfung: 17.11.2020 Vorsitzender des Promotionsorgans: Prof. Dr.-Ing. habil. Andreas Paul Fröba Gutachter: Prof. Dr. Karl J.J. Mayrhofer Prof. Dr. Frank-Michael Matysik I Acknowledgements This study is done in the electrosynthesis team of the electrocatalysis unit at Helmholtz- Institut Erlangen-Nürnberg (HI ERN) with the financial support of Forschungszentrum Jülich. I would like to express my deep gratitude to Prof. Dr. Karl J. J. Mayrhofer for accepting me as a Ph.D. student and also for all his encouragement, supports, and freedoms during my study. I’m grateful to Prof. Dr. Frank-Michael Matysik for kindly accepting to act as a second reviewer and also for the time he has invested in reading this thesis. This piece of work is enabled by collaboration with scientists from different expertise. I would like to express my appreciation to Dr. Sandra Haschke from FAU for providing shape-controlled high surface area platinum electrodes which I used for performing oxidation of primary alcohols and also the characterization of the provided material SEM, EDX, and XRD. Mr. Mario Löffler from HI ERN for obtaining the XPS data and his remarkable knowledge with the interpretation of the spectra on copper-based electrodes for the CO 2 electroreduction reaction. -
Electrochemical Cells
Electrochemical cells = electronic conductor If two different + surrounding electrolytes are used: electrolyte electrode compartment Galvanic cell: electrochemical cell in which electricity is produced as a result of a spontaneous reaction (e.g., batteries, fuel cells, electric fish!) Electrolytic cell: electrochemical cell in which a non-spontaneous reaction is driven by an external source of current Nils Walter: Chem 260 Reactions at electrodes: Half-reactions Redox reactions: Reactions in which electrons are transferred from one species to another +II -II 00+IV -II → E.g., CuS(s) + O2(g) Cu(s) + SO2(g) reduced oxidized Any redox reactions can be expressed as the difference between two reduction half-reactions in which e- are taken up Reduction of Cu2+: Cu2+(aq) + 2e- → Cu(s) Reduction of Zn2+: Zn2+(aq) + 2e- → Zn(s) Difference: Cu2+(aq) + Zn(s) → Cu(s) + Zn2+(aq) - + - → 2+ More complex: MnO4 (aq) + 8H + 5e Mn (aq) + 4H2O(l) Half-reactions are only a formal way of writing a redox reaction Nils Walter: Chem 260 Carrying the concept further Reduction of Cu2+: Cu2+(aq) + 2e- → Cu(s) In general: redox couple Ox/Red, half-reaction Ox + νe- → Red Any reaction can be expressed in redox half-reactions: + - → 2 H (aq) + 2e H2(g, pf) + - → 2 H (aq) + 2e H2(g, pi) → Expansion of gas: H2(g, pi) H2(g, pf) AgCl(s) + e- → Ag(s) + Cl-(aq) Ag+(aq) + e- → Ag(s) Dissolution of a sparingly soluble salt: AgCl(s) → Ag+(aq) + Cl-(aq) − 1 1 Reaction quotients: Q = a − ≈ [Cl ] Q = ≈ Cl + a + [Ag ] Ag Nils Walter: Chem 260 Reactions at electrodes Galvanic cell: -
Analytical Chemistry Laboratory Manual 2
ANALYTICAL CHEMISTRY LABORATORY MANUAL 2 Ankara University Faculty of Pharmacy Department of Analytical Chemistry Analytical Chemistry Practices Contents INTRODUCTION TO QUANTITATIVE ANALYSIS ......................................................................... 2 VOLUMETRIC ANALYSIS .............................................................................................................. 2 Volumetric Analysis Calculations ................................................................................................... 3 Dilution Factor ................................................................................................................................ 4 Standard Solutions ........................................................................................................................... 5 Primary standard .............................................................................................................................. 5 Characteristics of Quantitative Reaction ......................................................................................... 5 Preparation of 1 L 0.1 M HCl Solution ........................................................................................... 6 Preparation of 1 L 0.1 M NaOH Solution ....................................................................................... 6 NEUTRALIZATION TITRATIONS ...................................................................................................... 7 STANDARDIZATION OF 0.1 N NaOH SOLUTION ...................................................................... -
Chapter 10 – Chemical Reactions Notes
Chapter 8 – Chemical Reactions Notes Chemical Reactions: Chemical reactions are processes in which the atoms of one or more substances are rearranged to form different chemical compounds. How to tell if a chemical reaction has occurred (recap): Temperature changes that can’t be accounted for. o Exothermic reactions give off energy (as in fire). o Endothermic reactions absorb energy (as in a cold pack). Spontaneous color change. o This happens when things rust, when they rot, and when they burn. Appearance of a solid when two liquids are mixed. o This solid is called a precipitate. Formation of a gas / bubbling, as when vinegar and baking soda are mixed. Overall, the most important thing to remember is that a chemical reaction produces a whole new chemical compound. Just changing the way that something looks (breaking, melting, dissolving, etc) isn’t enough to qualify something as a chemical reaction! Balancing Equations Notes: Things to keep in mind when looking at the recipes for chemical reactions: 1) The stuff before the arrow is referred to as the “reactants” or “reagents”, and the stuff after the arrow is called the “products.” 2) The number of atoms of each element is the same on both sides of the arrow. Even though there may be different numbers of molecules, the number of atoms of each element needs to remain the same to obey the law of conservation of mass. 3) The numbers in front of the formulas tell you how many molecules or moles of each chemical are involved in the reaction. 4) Equations are nothing more than chemical recipes. -
Analytical Chemistry in the 21St Century: Challenges, Solutions, and Future Perspectives of Complex Matrices Quantitative Analyses in Biological/Clinical Field
Review Analytical Chemistry in the 21st Century: Challenges, Solutions, and Future Perspectives of Complex Matrices Quantitative Analyses in Biological/Clinical Field 1, 2, 2, 3 Giuseppe Maria Merone y, Angela Tartaglia y, Marcello Locatelli * , Cristian D’Ovidio , Enrica Rosato 3, Ugo de Grazia 4 , Francesco Santavenere 5, Sandra Rossi 5 and Fabio Savini 5 1 Department of Neuroscience, Imaging and Clinical Sciences, University of Chieti–Pescara “G. d’Annunzio”, Via dei Vestini 31, 66100 Chieti, Italy; [email protected] 2 Department of Pharmacy, University of Chieti-Pescara “G. d’Annunzio”, Via Dei Vestini 31, 66100 Chieti (CH), Italy; [email protected] 3 Section of Legal Medicine, Department of Medicine and Aging Sciences, University of Chieti–Pescara “G. d’Annunzio”, 66100 Chieti, Italy; [email protected] (C.D.); [email protected] (E.R.) 4 Laboratory of Neurological Biochemistry and Neuropharmacology, Fondazione IRCCS Istituto Neurologico Carlo Besta, Via Celoria 11, 20133 Milano, Italy; [email protected] 5 Pharmatoxicology Laboratory—Hospital “Santo Spirito”, Via Fonte Romana 8, 65124 Pescara, Italy; [email protected] (F.S.); [email protected] (S.R.); [email protected] (F.S.) * Correspondence: [email protected]; Tel.: +39-0871-3554590; Fax: +39-0871-3554911 These authors contributed equally to the work. y Received: 16 September 2020; Accepted: 16 October 2020; Published: 30 October 2020 Abstract: Nowadays, the challenges in analytical chemistry, and mostly in quantitative analysis, include the development and validation of new materials, strategies and procedures to meet the growing need for rapid, sensitive, selective and green methods. -
Chemistry - B.S
Chemistry - B.S. College of (Biochemistry Option) Arts and Sciences The Department of Chemistry offers the Bachelor of Science degree for students who Graduation Composition and Communication Requirement intend to become professional chemists or do graduate work in chemistry or a closely (GCCR) related discipline. There are three options in the B.S. program: a traditional track WRD 310 Writing in the Natural Sciences ............................................................. 3 covering all the major areas of chemistry, an option that emphasizes biochemistry and an option in materials chemistry. The Biochemistry and Traditional Options are Graduation Composition and Communication certified by the American Chemical Society. A Bachelor of Arts degree program is Requirement hours (GCCR) .................................................................... 3 offered as well for students who want greater flexibility in the selection of courses to perhaps pursue more diverse degree options, including dual and double majors. For College Requirements all majors CHE 109 and CHE 110 have been defined as equivalent to CHE 105. The I. Foreign Language (placement exam recommended) ................................... 0-14 Department also offers the Master of Science and the Doctor of Philosophy degree. II. Disciplinary Requirements a. Natural Science (completed by Major Requirements) 128 hours b. Social Science ......................................................................................... 3 Any student earning a Bachelor of Science (BS)