Reaction Kinetics
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
Chemistry Grade Level 10 Units 1-15
COPPELL ISD SUBJECT YEAR AT A GLANCE GRADE HEMISTRY UNITS C LEVEL 1-15 10 Program Transfer Goals ● Ask questions, recognize and define problems, and propose solutions. ● Safely and ethically collect, analyze, and evaluate appropriate data. ● Utilize, create, and analyze models to understand the world. ● Make valid claims and informed decisions based on scientific evidence. ● Effectively communicate scientific reasoning to a target audience. PACING 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit Unit Unit Unit Unit Unit Unit Unit Unit 7 8 9 10 11 12 13 14 15 1.5 wks 2 wks 1.5 wks 2 wks 3 wks 5.5 wks 1.5 2 2.5 2 wks 2 2 2 wks 1.5 1.5 wks wks wks wks wks wks wks Assurances for a Guaranteed and Viable Curriculum Adherence to this scope and sequence affords every member of the learning community clarity on the knowledge and skills on which each learner should demonstrate proficiency. In order to deliver a guaranteed and viable curriculum, our team commits to and ensures the following understandings: Shared Accountability: Responding -
Organic Chemistry –II
Subject Chemistry Paper No and Title Paper 5: Organic Chemistry –II Module No and Title Module 5: Methods of determining mechanisms and Isotope effects Module Tag CHE_P5_M5_e-Text CHEMISTRY PAPER No. 5: Organic Chemistry -II MODULE No. 5: Methods of determining mechanisms and Isotope effects TABLE OF CONTENTS 1. Learning Outcomes 2. Introduction 3. Methods of determining mechanism 3.1 Determination of the products formed 3.2 Study of Intermediate formed 3.3 Study of catalyst 3.4 Stereochemical Evidence 3.5 Kinetic evidence 3.6 Isotope Labelling 4. Isotopic Effects 5. Summary CHEMISTRY PAPER No. 5: Organic Chemistry -II MODULE No. 5: Methods of determining mechanisms and Isotope effects 1. Learning Outcomes After studying this module, you shall be able to • Know what do we mean by mechanism of a reaction • Learn the ways to determine mechanism of a reaction • Identify the reactants, products and intermediates involved in a reaction • Evaluate the steps involved in a reaction 2. Introduction In scientific experiments and chemical reactions, all we can do is try to account for the observations by proposing theories and mechanisms. Reaction mechanisms have been an integral part of the teaching of organic chemistry and in the planning of routes for organic syntheses for about 50 years. The first sentence of Hammett’s influential book, Physical Organic Chemistry, states, “A major part of the job of the chemist is the prediction and control of the course of chemical reactions” In a chemical reaction, mechanism depicts the actual process by which the reaction has taken place. It indicates which bonds are broken, in what order, the steps involved and the relative rate of each step. -
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 -
Chapter 12 Lecture Notes
Chemical Kinetics “The study of speeds of reactions and the nanoscale pathways or rearrangements by which atoms and molecules are transformed to products” Chapter 13: Chemical Kinetics: Rates of Reactions © 2008 Brooks/Cole 1 © 2008 Brooks/Cole 2 Reaction Rate Reaction Rate Combustion of Fe(s) powder: © 2008 Brooks/Cole 3 © 2008 Brooks/Cole 4 Reaction Rate Reaction Rate + Change in [reactant] or [product] per unit time. Average rate of the Cv reaction can be calculated: Time, t [Cv+] Average rate + Cresol violet (Cv ; a dye) decomposes in NaOH(aq): (s) (mol / L) (mol L-1 s-1) 0.0 5.000 x 10-5 13.2 x 10-7 10.0 3.680 x 10-5 9.70 x 10-7 20.0 2.710 x 10-5 7.20 x 10-7 30.0 1.990 x 10-5 5.30 x 10-7 40.0 1.460 x 10-5 3.82 x 10-7 + - 50.0 1.078 x 10-5 Cv (aq) + OH (aq) → CvOH(aq) 2.85 x 10-7 60.0 0.793 x 10-5 -7 + + -5 1.82 x 10 change in concentration of Cv Δ [Cv ] 80.0 0.429 x 10 rate = = 0.99 x 10-7 elapsed time Δt 100.0 0.232 x 10-5 © 2008 Brooks/Cole 5 © 2008 Brooks/Cole 6 1 Reaction Rates and Stoichiometry Reaction Rates and Stoichiometry Cv+(aq) + OH-(aq) → CvOH(aq) For any general reaction: a A + b B c C + d D Stoichiometry: The overall rate of reaction is: Loss of 1 Cv+ → Gain of 1 CvOH Rate of Cv+ loss = Rate of CvOH gain 1 Δ[A] 1 Δ[B] 1 Δ[C] 1 Δ[D] Rate = − = − = + = + Another example: a Δt b Δt c Δt d Δt 2 N2O5(g) 4 NO2(g) + O2(g) Reactants decrease with time. -
Free Radical Reactions (Read Chapter 4) A
Chemistry 5.12 Spri ng 2003, Week 3 / Day 2 Handout #7: Lecture 11 Outline IX. Free Radical Reactions (Read Chapter 4) A. Chlorination of Methane (4-2) 1. Mechanism (4-3) B. Review of Thermodynamics (4-4,5) C. Review of Kinetics (4-8,9) D. Reaction-Energy Diagrams (4-10) 1. Thermodynamic Control 2. Kinetic Control 3. Hammond Postulate (4-14) 4. Multi-Step Reactions (4-11) 5. Chlorination of Methane (4-7) Suggested Problems: 4-35–37,40,43 IX. A. Radical Chlorination of Methane H heat (D) or H H C H Cl Cl H C Cl H Cl H light (hv) H H Cl Cl D or hv D or hv etc. H C Cl H C Cl H Cl Cl C Cl H Cl Cl Cl Cl Cl H H H • Why is light or heat necessary? • How fast does it go? • Does it give off or consume heat? • How fast are each of the successive reactions? • Can you control the product ratio? To answer these questions, we need to: 1. Understand the mechanism of the reaction (arrow-pushing!). 2. Use thermodynamics and kinetics to analyze the reaction. 1 1. Mechanism of Radical Chlorination of Methane (Free-Radical Chain Reaction) Free-radical chain reactions have three distinct mechanistic steps: • initiation step: generates reactive intermediate • propagation steps: reactive intermediates react with stable molecules to generate other reactive intermediates (allows chain to continue) • termination step: side-reactions that slow the reaction; usually combination of two reactive intermediates into one stable molecule Initiation Step: Cl2 absorbs energy and the bond is homolytically cleaved. -
Andrea Deoudes, Kinetics: a Clock Reaction
A Kinetics Experiment The Rate of a Chemical Reaction: A Clock Reaction Andrea Deoudes February 2, 2010 Introduction: The rates of chemical reactions and the ability to control those rates are crucial aspects of life. Chemical kinetics is the study of the rates at which chemical reactions occur, the factors that affect the speed of reactions, and the mechanisms by which reactions proceed. The reaction rate depends on the reactants, the concentrations of the reactants, the temperature at which the reaction takes place, and any catalysts or inhibitors that affect the reaction. If a chemical reaction has a fast rate, a large portion of the molecules react to form products in a given time period. If a chemical reaction has a slow rate, a small portion of molecules react to form products in a given time period. This experiment studied the kinetics of a reaction between an iodide ion (I-1) and a -2 -1 -2 -2 peroxydisulfate ion (S2O8 ) in the first reaction: 2I + S2O8 I2 + 2SO4 . This is a relatively slow reaction. The reaction rate is dependent on the concentrations of the reactants, following -1 m -2 n the rate law: Rate = k[I ] [S2O8 ] . In order to study the kinetics of this reaction, or any reaction, there must be an experimental way to measure the concentration of at least one of the reactants or products as a function of time. -2 -2 -1 This was done in this experiment using a second reaction, 2S2O3 + I2 S4O6 + 2I , which occurred simultaneously with the reaction under investigation. Adding starch to the mixture -2 allowed the S2O3 of the second reaction to act as a built in “clock;” the mixture turned blue -2 -2 when all of the S2O3 had been consumed. -
SF Chemical Kinetics. Microscopic Theories of Chemical Reaction Kinetics
SF Chemical Kinetics. Lecture 5. Microscopic theory of chemical reaction kinetics. Microscopic theories of chemical reaction kinetics. • A basic aim is to calculate the rate constant for a chemical reaction from first principles using fundamental physics. • Any microscopic level theory of chemical reaction kinetics must result in the derivation of an expression for the rate constant that is consistent with the empirical Arrhenius equation. • A microscopic model should furthermore provide a reasonable interpretation of the pre-exponential factor A and the activation energy EA in the Arrhenius equation. • We will examine two microscopic models for chemical reactions : – The collision theory. – The activated complex theory. • The main emphasis will be on gas phase bimolecular reactions since reactions in the gas phase are the most simple reaction types. 1 References for Microscopic Theory of Reaction Rates. • Effect of temperature on reaction rate. – Burrows et al Chemistry3, Section 8. 7, pp. 383-389. • Collision Theory/ Activated Complex Theory. – Burrows et al Chemistry3, Section 8.8, pp.390-395. – Atkins, de Paula, Physical Chemistry 9th edition, Chapter 22, Reaction Dynamics. Section. 22.1, pp.832-838. – Atkins, de Paula, Physical Chemistry 9th edition, Chapter 22, Section.22.4-22.5, pp. 843-850. Collision theory of bimolecular gas phase reactions. • We focus attention on gas phase reactions and assume that chemical reactivity is due to collisions between molecules. • The theoretical approach is based on the kinetic theory of gases. • Molecules are assumed to be hard structureless spheres. Hence the model neglects the discrete chemical structure of an individual molecule. This assumption is unrealistic. • We also assume that no interaction between molecules until contact. -
Eyring Equation
Search Buy/Sell Used Reactors Glass microreactors Hydrogenation Reactor Buy Or Sell Used Reactors Here. Save Time Microreactors made of glass and lab High performance reactor technology Safe And Money Through IPPE! systems for chemical synthesis scale-up. Worldwide supply www.IPPE.com www.mikroglas.com www.biazzi.com Reactors & Calorimeters Induction Heating Reacting Flow Simulation Steam Calculator For Process R&D Laboratories Check Out Induction Heating Software & Mechanisms for Excel steam table add-in for water Automated & Manual Solutions From A Trusted Source. Chemical, Combustion & Materials and steam properties www.helgroup.com myewoss.biz Processes www.chemgoodies.com www.reactiondesign.com Eyring Equation Peter Keusch, University of Regensburg German version "If the Lord Almighty had consulted me before embarking upon the Creation, I should have recommended something simpler." Alphonso X, the Wise of Spain (1223-1284) "Everything should be made as simple as possible, but not simpler." Albert Einstein Both the Arrhenius and the Eyring equation describe the temperature dependence of reaction rate. Strictly speaking, the Arrhenius equation can be applied only to the kinetics of gas reactions. The Eyring equation is also used in the study of solution reactions and mixed phase reactions - all places where the simple collision model is not very helpful. The Arrhenius equation is founded on the empirical observation that rates of reactions increase with temperature. The Eyring equation is a theoretical construct, based on transition state model. The bimolecular reaction is considered by 'transition state theory'. According to the transition state model, the reactants are getting over into an unsteady intermediate state on the reaction pathway. -
Ochem ACS Review 23 Aryl Halides
ACS Review Aryl Halides 1. Which one of the following has the weakest carbon-chlorine bond? A. I B. II C. III D. IV 2. Which compound in each of the following pairs is the most reactive to the conditions indicated? A. I and III B. I and IV C. II and III D. II and IV 3. Which of the following reacts at the fastest rate with potassium methoxide (KOCH 3) in methanol? A. fluorobenzene B. 4-nitrofluorobenzene C. 2,4-dinitrofluorobenzene D. 2,4,6-trinitrofluorobenzene 4. Which of the following reacts at the fastest rate with potassium methoxide (KOCH 3) in methanol? A. fluorobenzene B. p-nitrofluorobenzene C. p-fluorotoluene D. p-bromofluorobenzene 5. Which of the following is the kinetic rate equation for the addition-elimination mechanism of nucleophilic aromatic substitution? A. rate = k[aryl halide] B. rate = k[nucleophile] C. rate = k[aryl halide][nucleophile] D. rate = k[aryl halide][nucleophile] 2 6. Which of the following is not a resonance form of the intermediate in the nucleophilic addition of hydroxide ion to para -fluoronitrobenzene? A. I B. II C. III D. IV 7. Which chlorine is most susceptible to nucleophilic substitution with NaOCH 3 in methanol? A. #1 B. #2 C. #1 and #2 are equally susceptible D. no substitution is possible 8. What is the product of the following reaction? A. N,N-dimethylaniline B. para -chloro-N,N-dimethylaniline C. phenyllithium (C 6H5Li) D. meta -chloro-N,N-dimethylaniline 9. Which one of the reagents readily reacts with bromobenzene without heating? A. -
Department of Chemistry
07 Sept 2020 2020–2021 Module Outlines MSc Chemistry MSc Chemistry with Medicinal Chemistry Please note: This handbook contains outlines for the modules comprise the lecture courses for all the MSc Chemistry and Chemistry with Medicinal Chemistry courses. The outline is also posted on Moodle for each lecture module. If there are any updates to these published outlines, this will be posted on the Level 4 Moodle, showing the date, to indicate that there has been an update. PGT CLASS HEAD: Dr Stephen Sproules, Room A5-14 Phone (direct):0141-330-3719 email: [email protected] LEVEL 4 CLASS HEAD: Dr Linnea Soler, Room A4-36 Phone (direct):0141-330-5345 email: [email protected] COURSE SECRETARY: Mrs Susan Lumgair, Room A4-30 (Teaching Office) Phone: 0141-330-3243 email: [email protected] TEACHING ADMINISTRATOR: Ms Angela Woolton, Room A4-27 (near Teaching Office) Phone: 0141-330-7704 email: [email protected] Module Topics for Lecture Courses The Course Information Table below shows, for each of the courses (e.g. Organic, Inorganic, etc), the lecture modules and associated lecturer. Chemistry with Medicinal Chemistry students take modules marked # in place of modules marked ¶. Organic Organic Course Modules Lecturer Chem (o) o1 Pericyclic Reactions Dr Sutherland o2 Heterocyclic Systems Dr Boyer o3 Advanced Organic Synthesis Dr Prunet o4 Polymer Chemistry Dr Schmidt o5m Asymmetric Synthesis Prof Clark o6m Organic Materials Dr Draper Inorganic Inorganic Course Modules Lecturer Chem (i) i1 Metals in Medicine -
Estimation of Viscosity Arrhenius Pre-Exponential Factor and Activation Energy of Some Organic Liquids E
ISSN 2350-1030 International Journal of Recent Research in Physics and Chemical Sciences (IJRRPCS) Vol. 5, Issue 1, pp: (18-26), Month: April 2018 – September 2018, Available at: www.paperpublications.org ESTIMATION OF VISCOSITY ARRHENIUS PRE-EXPONENTIAL FACTOR AND ACTIVATION ENERGY OF SOME ORGANIC LIQUIDS E. IKE1 and S. C. EZIKE2 1,2Department of Physics, Modibbo Adama University of Technology, P. M. B. 2076, Yola, Adamawa State, Nigeria. Corresponding Author‟s E-mail: [email protected] Abstract: Information concerning fluid’s physico-chemical behaviors is of utmost importance in the design, running and optimization of industrial processes, in this regard, the idea of fluid viscosity quickly comes to mind. Models have been proposed in literatures to describe the viscosity of liquids and fluids in general. The Arrhenius type equations have been proposed for pure solvents; correlating the pre-exponential factor A and activation energy Ea. In this paper, we aim at extending these Arrhenius parameters to simple organic liquids such as water, ethanol and Diethyl ether. Hence, statistical method and analysis are applied using viscosity data set from the literature of some organic liquids. The Arrhenius type equation simplifies the estimation of viscous properties and the calculations thereafter. Keywords: Viscosity, organic liquids, Arrhenius parameters, correlation, statistics. 1. INTRODUCTION All fluids are compressible and when flowing are capable of sustaining shearing stress on account of friction between the adjacent layers. Viscosity (η) is the inherent property of all fluids and may be referred to as the internal friction offered by a fluid to the flow. For water in a beaker, when stirred and left to itself, the motion subsides after sometime, which can happen only in the presence of resisting force acting on the fluid.