Types of Chemical Reactions

Total Page:16

File Type:pdf, Size:1020Kb

Types of Chemical Reactions Types of Chemical Reactions Synthesis (combination) reactions – two or more substances combine to form a single substance. A + B = AB Group A metals combine with nonmetals to form ionic compounds. (To get the correct formula you must know the charges of the cations and anions that the metal and nonmetal form). 2K(s) + Cl2(g) 2KCl(s) When two nonmetals react in a synthesis reaction, there is more than one possible product. – you must be given the product name S(s) + O2(g) SO2(g) or 2S(s) + 3O2 2SO3(g) When a transition metal and a nonmetal react in a synthesis reaction, there may be more than one possible product because the transition metal could form more than one cation. – you must be given at least the charge on the cation. Fe(s) + S(s) FeS(s) Iron (II) sulfide 2Fe(s) + 3S(s) Fe2S3 Iron (III) sulfide. Nonmetal oxides (nonmetal with oxygen) react with water to produce an acid (H+ compound). SO2(g) + H2O(l) H2SO3(aq) sulfurous acid Metallic oxides (metal with oxygen) react with water to give a base (OH- compounds). Use ionic charges to write formula of product. CaO(s) + H2O(l) Ca(OH)2(aq) A metal oxide and nonmetal oxide combine to form a salt. CO2(g) + Na2O(cr) Na2CO3(s) Decomposition Reactions – a single compound is broken down into two or more products and usually require energy (heat, light or electricity) to take place. AB A + B When a binary (2 elements only) compound breaks down, the products will be those 2 elements. electricity H2O(l) H2(g) + O2(g) . When some acids are heated, they decompose to form water and nonmetal oxide H2CO3(aq) CO2(g) + H2O(l) When some metal hydroxides (metal combined with OH-)are heated, they decompose to form a metallic oxide and water. Ca(OH)2 CaO(s) + H2O(g) 2- When some metallic carbonates (metal combined with CO3 ) are heated, they decompose to form a metallic oxide and carbon dioxide. Li2CO3(s) Li2O(s) + CO2(g) - When metallic chlorates (metal combined with ClO3 )are heated, they decompose to form metallic chlorides and oxygen. KClO3(s) 2KCl(s) + 3O2(g) Single Replacement/Displacement Reactions – one element replaces a second element in a compound. A + BC B + AC (If A is a metal) or A + BC C + BA (If A is a nonmetal) Whether one metal will displace another metal from a compound can be determined by the relative reactivities of the two metals. An activity series lists the reactivities of some metals. Activity Series of Metals Name Symbol Lithium Li Potassium K Calcium Ca Sodium Na Magnesium Mg Aluminum Al Zinc Zn Iron Fe Decreasing Reactivity Lead Pb (Hydrogen) (H)* Copper Cu Mercury Hg Silver Ag *Metals from Li to Na will replace H from acids and water; from Mg to Pb they will replace H from acids only. A nonmetal can also replace another nonmetal from a compound, usually a halogen. The activity of the halogens decreases as you go down group 17 of the periodic table. F Cl Br I At Combustion Reactions – an element or compound reacts with oxygen, often producing energy as heat and light. Commonly involves hydrocarbons (compounds that only contain H and C) . Complete combustion – forms carbon dioxide and water. CxHy + O2 CO2 + H2O . Incomplete combustion – reaction runs out of oxygen, then elemental carbon and carbon monoxide may be additional products. Combustion reactions between elements and oxygen also exist. 2Mg(s) + O2(g) 2MgO(s) Double Replacement/Displacement Reactions – Involve an exchange of two anions between two reacting ionic compounds. AB + CD AD + CB For a double- displacement reaction to occur, one of the following is usually true: 1. One product precipitates out of solution. 2. One product is a gas that bubbles out of the mixture. 3. One product is a molecular compound, usually water. To describe double displacement reactions more clearly we use net ionic equations. Net Ionic Equations Most ionic compounds when dissolved in water dissociate, or separate, into their anions and cations. Molecular equation: AgNO3(aq) + NaCl(aq) AgCl(s) + NaNO3(aq) 1+ 3- When AgNO3 is dissolved in water, it separates into Ag cations and NO anions. The other aqueous compounds dissociate also. Complete Ionic Equation: + - + - + - Ag (aq) + NO3 (aq) + Na (aq) + Cl (aq) AgCl(s) + Na (aq) + NO3 (aq) Ions that appear on both sides of the reaction are not directly involved in the reaction and are called spectator ions. These ions may be canceled out of the reaction. Net Ionic Equation: + - Ag (aq) + Cl (aq) AgCl(s) Note: When writing a balanced net ionic equation, you must balance the charges as well as the atoms. Precipitation Reactions The solid that forms after a reaction is called a precipitate. To decide if the product is a precipitate or not you must follow the solubility rules. Solubility Rules for Ionic Compounds Soluble Insoluble (dissolve, dissociate, separate) Stays a solid in solution - Nitrate (NO3 ) salts - Chlorate (ClO3 ) salts + + + Alkali metal salts (Na , K ) and ammonium salts (NH4 ) Chloride salts (Cl-) and Br-, I- Except ones with Ag, Hg, and Pb 2- Sulfate salts (SO4 ) Except ones with Pb, Ag, Hg, Ba, Sr, and Ca 2- Sulfides (S ) 3- Phosphates (PO4 ) 2- Chromates(CrO4 ) 2- Carbonates (CO3 ), Except ones with Na, K and Ca Hydroxides (OH-) *salt is used to mean ionic compound Acid/ Base Reactions/Neutralization Reactions Acids – a substance that produces H+ ions (protons) when it is dissolved in water. Strong acids completely dissociate in water. The strong acids are HCl, HNO3, and H2SO4. Bases/alkalis – a substance that produces hydroxide ions (OH-) in water. Strong bases completely dissociate in water. The strong bases are NaOH and KOH. In the reaction of a strong acid and a strong base, one product is always water and the other is always a salt (ionic compound) that remains dissolved in the water. Therefore, the net ionic equation for all strong acid/strong base reactions is always: + - H (aq) + OH (aq) H2O(l) Oxidation-Reduction (Redox) Equations – involves the transfer of electrons. Electrolyte – Carries a current through water. Strong – almost all of the molecules dissociate into ions, carries a strong current. Weak – some may dissociate, but mostly the molecule stays intact in water, carries very little current. Oxidation - Reduction Combustion Synthesis Decomposition Double displacement Single displacement Activity series Formation of metals of a gas Precipitation Acid/Base Activity Series of halogens .
Recommended publications
  • Advanced Treatment Processes for Hydrogen Sulfide
    Removing the Stink: Advanced Treatment Processes for Hydrogen Sulfide Clayton Johnson, Christine Owen, Luke Mulford, Shahnawaz Sinha, Zaid Chowdhury, Andre Dieffenthaller, and Andrew Coleman ampa Bay Water supplies drinking The final alternative under considera- water to more than 2 million people in tion is biological oxidation followed by chlo- Clayton Johnson is a project engineer in Tthe greater Tampa Bay and adjacent rination and ultrafiltration following biolog- the Tampa office of the environmental areas. Approximately 60 percent of its source ical oxidation prior to distribution. engineering firm Malcolm Pirnie Inc. water comes from groundwater supplies. This article will discuss preliminary Christine Owen is a water quality assur- ance officer with Tampa Bay Water. Luke Groundwater in some portions of the region findings of this ongoing pilot study, including Mulford is a water quality engineer with has a moderate amount (about 2 mg/L as operational variables and effectiveness of the Hillsborough County Water Resource total sulfides) of hydrogen sulfide. Tampa Bay proposed treatment processes for hydrogen Services. Shahnawaz Sinha is a project Water currently provides water to a water sulfide removal. As many Florida utilities are engineer with Malcolm Pirnie in Phoenix, treatment facility that utilizes aeration fol- faced with the challenge of removing hydro- Arizona. Zaid Chowdhury is a senior lowed by biological oxidation to remove gen sulfide from their groundwater, prelimi- associate with Malcolm Pirnie in Phoenix. hydrogen sulfide. nary results of this study will be broadly Andre Dieffenthaller is a senior associate This combined practice (Figure 1) is applicable. Results from this study will pro- with Malcolm Pirnie in Schaumburg, effective, but there are occasional reductions in vide useful information to water utilities that Illinois.
    [Show full text]
  • 4.2 Ionic Bonds Vocabulary: Ion – Polyatomic Ion – Ionic Bond – Ionic Compound – Chemical Formula – Subscript –
    4.2 Ionic Bonds Vocabulary: Ion – Polyatomic ion – Ionic bond – Ionic compound – Chemical formula – Subscript – Crystal - An ion is an atom or group of atoms that has an electric charge. When a neutral atom loses a valence electron, it loses a negative charge. It becomes a positive ion. When a neutral atom gains an electron, it gains a negative charge and becomes a negative ion. Common Ions: Name Charge Symbol/Formula Lithium 1+ Li+ Sodium 1+ Na+ Potassium 1+ K+ Ammonium 1+ NH₄+ Calcium 2+ Ca²+ Magnesium 2+ Mg²+ Aluminum 3+ Al³+ Fluoride 1- F- Chloride 1- Cl- Iodide 1- I- Bicarbonate 1- HCO₃- Nitrate 1- NO₃- Oxide 2- O²- Sulfide 2- S²- Carbonate 2- CO₃²- Sulfate 2- SO₄²- Notice that some ions are made of several atoms. Ammonium is made of 1 nitrogen atom and 4 hydrogen atoms. Ions that are made of more than 1 atom are called polyatomic ions. Ionic bonds: When atoms that easily lose electrons react with atoms that easily gain electrons, valence electrons are transferred from one type to another. The transfer gives each type of atom a more stable arrangement of electrons. 1. Sodium has 1 valence electron. Chlorine has 7 valence electrons. 2. The valence electron of sodium is transferred to the chlorine atom. Both atoms become ions. Sodium atom becomes a positive ion (Na+) and chlorine becomes a negative ion (Cl-). 3. Oppositely charged particles attract, so the ions attract. An ionic bond is the attraction between 2 oppositely charged ions. The resulting compound is called an ionic compound. In an ionic compound, the total overall charge is zero because the total positive charges are equal to the total negative charges.
    [Show full text]
  • Ozone Questions and Answers
    FRom THE WORLd’s #1 IN-flooR CLEANING SYSTEMS CompANY OZONE QUESTIONS AND ANSWERS WHY OZONATE MY POOL OR SPA? ANSWER: Pool owners who are concerned about the harmful effects of chlorine will be interested in reducing chlorine levels in the water. In particular, pools with chlorine-only systems can be harmful as the skin’s pores open up and ingest chlorine into the body. In some cases competitive swimmers will refuse to swim in a chlorine-only pool, and Olympic pools are generally ozonated for this reason. WHAT IS OZONE? ANSWER: Ozone is active oxygen, O3. Ozone occurs naturally in the earth’s atmosphere to protect us from the sun’s harmful rays. As single oxygen atoms are very unstable, they travel around in pairs which are written scientifically as O2. Ozone is made up of three oxygen atoms written as O3. When activated, it is called Triatomic Oxygen. HOW DOES OZONE WORK? ANSWER: Ozone is up to 50 times more powerful at killing bacteria and viruses than traditional pool chemicals and up to 3000 times faster. Ozone is faster than chlorine at killing bacteria because chlorine needs to diffuse through the cell wall and disrupt the bacteria’s metabolism. Ozone, however ruptures the cell wall from the outside causing the cell’s contents to fall apart. This process is known as “cellular lyses”. This process takes place in about 2 seconds. With ozone, after the destruction of the cell all that is left are carbon dioxide, cell debris and water. Once this process is complete ozone reverts back to oxygen O2; which makes ClearO3 a very eco-friendly product.
    [Show full text]
  • Ionic Compound Ratios Time: 1 -2 Class Periods
    Collisions Lesson Plan Ionic Compound Ratios Time: 1 -2 class periods Lesson Description In this lesson, students will use Collisions to explore the formation of ionic compounds and compound ratios. Key Essential Questions 1. What makes up an ionic compound? 2. Are ionic compounds found in common ratios? Learning Outcomes Students will be able to determine the ionic compound ratio of an ionic compound. Prior Student Knowledge Expected Cations are postiviely charged ions and anions are negatively charged ions. Lesson Materials • Individual student access to Collisions on tablet, Chromebook, or computer. • Projector / display of teacher screen • Accompanying student resources (attached) Standards Alignment NGSS Alignment Science & Enginnering Practices Disciplinary Core Ideas Crosscutting Concepts • Developing and using • HS-PS-12. Construct and • Structure and Function models revise an explanation for the • Construcing explanations outcome of a simple chemical and designing solutions rection based on the outermost electron states of atoms, trends int he periodic table, and knowl- edge of the partterns of chemi- cal properties. www.playmadagames.com ©2018 PlayMada Games LLC. All rights reserved. 1 PART 1: Explore (15 minutes) Summary This is an inquiry-driven activity where students will complete the first few levels of the Collisions Ionic Bonding game to become introduced to the concept of ionic bonding and compound ratios. Activity 1. Direct students to log into Collisions with their individual username and password. 2. Students should enter the Ionic Bonding game and play Levels 1-6 levels. 3. Have your students answer the following questions during gameplay: 1. What combination of ions did you use to successfully match a target? 2.
    [Show full text]
  • Platinum-Group Elements and Gold in Sulfide Melts from Modern Arc Basalt (Tolbachik Volcano, Kamchatka)
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Australian National University ÔØ ÅÒÙ×Ö ÔØ Platinum-group elements and gold in sulfide melts from modern arc basalt (Tolbachik volcano, Kamchatka) M. Zelenski, V.S. Kamenetsky, J.A. Mavrogenes, L.V. Danyushevsky, D. Matveev, A.A. Gurenko PII: S0024-4937(17)30290-6 DOI: doi:10.1016/j.lithos.2017.08.012 Reference: LITHOS 4395 To appear in: LITHOS Received date: 30 May 2017 Accepted date: 21 August 2017 Please cite this article as: Zelenski, M., Kamenetsky, V.S., Mavrogenes, J.A., Danyu- shevsky, L.V., Matveev, D., Gurenko, A.A., Platinum-group elements and gold in sul- fide melts from modern arc basalt (Tolbachik volcano, Kamchatka), LITHOS (2017), doi:10.1016/j.lithos.2017.08.012 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. ACCEPTED MANUSCRIPT Platinum-group elements and gold in sulfide melts from modern arc basalt (Tolbachik volcano, Kamchatka) M. Zelenski a, V.S. Kamenetsky a,b,*, J.A. Mavrogenes c, L.V. Danyushevsky b, D. Matveev d, A.A. Gurenko e a Institute of Experimental Mineralogy RAS, Chernogolovka 142432, Russia b Earth Sciences and CODES, University of Tasmania, Private Bag 79, Hobart, TAS 7001, Australia c Research School of Earth Sciences, Australian National University, Canberra, ACT 2601, Australia d Institute of Solid State Physics RAS, Chernogolovka 142432, Russia e Centre de Recherches Pétrographiques et Géochimiques (CRPG), UMR 7358, Université de Lorraine, 54501 Vandoeuvre-lès-Nancy, France * Corresponding author.
    [Show full text]
  • Of the Periodic Table
    of the Periodic Table teacher notes Give your students a visual introduction to the families of the periodic table! This product includes eight mini- posters, one for each of the element families on the main group of the periodic table: Alkali Metals, Alkaline Earth Metals, Boron/Aluminum Group (Icosagens), Carbon Group (Crystallogens), Nitrogen Group (Pnictogens), Oxygen Group (Chalcogens), Halogens, and Noble Gases. The mini-posters give overview information about the family as well as a visual of where on the periodic table the family is located and a diagram of an atom of that family highlighting the number of valence electrons. Also included is the student packet, which is broken into the eight families and asks for specific information that students will find on the mini-posters. The students are also directed to color each family with a specific color on the blank graphic organizer at the end of their packet and they go to the fantastic interactive table at www.periodictable.com to learn even more about the elements in each family. Furthermore, there is a section for students to conduct their own research on the element of hydrogen, which does not belong to a family. When I use this activity, I print two of each mini-poster in color (pages 8 through 15 of this file), laminate them, and lay them on a big table. I have students work in partners to read about each family, one at a time, and complete that section of the student packet (pages 16 through 21 of this file). When they finish, they bring the mini-poster back to the table for another group to use.
    [Show full text]
  • The Determination of Sulfate and Sulfide Sulfur in Rocks Or Minerals
    The Determination of Sulfate and Sulfide Sulfur in Rocks or Minerals By ANGELINA C. VLISIDIS CONTRIBUTIONS TO GEOCHEMISTRY GEOLOGICAL SURVEY BULLETIN 1214-D UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1966 UNITED STATES DEPARTMENT OF THE INTERIOR STEWART L. UDALL, Secretary GEOLOGICAL SURVEY William T. Pecora, Director For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price 15 cents (paper cover) CONTENTS Page Abstract_____--__-___-_______-__---____,__-_-__-_---_-_______-_- Dl Introduction. ______________________________________________________ 1 Preparations. _________._.-.__-_-.__.._-_---__----.________._.._____ 2 Standard samples____________________________________________ 2 Reagents. _______________.-_-___-____-__-_-__-_-___-_______-_- 2 Procedure._______________________________________________________ 2 Results__ __________-______-_____----__--_--_----_-_-_-___-___--_ 3 References.._ _____________________________________________________ 5 TABLE Page TABLE 1. Results of sulfide and sulfate sulfur analyses in which varying amounts of a sulfate standard were added to sulfide minerals.. _ D4 m 209-517 66 CONTRIBUTIONS TO GEOCHEMISTRY THE DETERMINATION OF SULFATE AND SULFIDE SULFUR IN ROCKS OR MINERALS By ANGELINA C. VLISEDIS , ABSTRACT A method for the determination of sulfate and sulfide sulfur that occur together in rocks or minerals is presented. All the sulfate sulfur is converted to barium sulfate in an inert atmosphere to prevent oxidation of any sulfide sulfur. Cadmium chloride is added to precipitate any sulfide ion that may be liberated. The sulfate sulfur is then measured indirectly by the determination of the barium and is therefore unaffected by any. subsequent oxidation of the sulfide sulfur.
    [Show full text]
  • Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
    Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions.
    [Show full text]
  • Chapter 1: Atoms, Molecules and Ions
    Previous Chapter Table of Contents Next Chapter Chapter 1: Atoms, Molecules and Ions Section 1.1: Introduction In this course, we will be studying matter, “the stuff things are made of”. There are many ways to classify matter. For instance, matter can be classified according to the phase, that is, the physical state a material is in. Depending on the pressure and the temperature, matter can exist in one of three phases (solid, liquid, or gas). The chemical structure of a material determines the range of temperatures and pressures under which this material is a solid, a liquid or a gas. Consider water for example. The principal differences between water in the solid, liquid and gas states are simply: 1) the average distance between the water molecules; small in the solid and the liquid and large in the gas and 2) whether the molecules are organized in an orderly three-dimensional array (solid) or not (liquid and gas). Another way to classify matter is to consider whether a substance is pure or not. So, matter can be classified as being either a pure substance or a mixture. A pure substance has unique composition and properties. For example, water is a pure substance (whether from Texas or Idaho, each water molecule always contains 2 atoms of hydrogen for 1 atom of oxygen). Under the same atmospheric pressure and at the same ambient temperature, water always has the same density. We can go a little further and classify mixtures are either homogeneous or heterogeneous. In a homogeneous mixture, for example, as a result of mixing a teaspoon of salt in a glass of water, the composition of the various components and their properties are the same throughout.
    [Show full text]
  • Introduction to Chemistry
    Introduction to Chemistry Author: Tracy Poulsen Digital Proofer Supported by CK-12 Foundation CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook Introduction to Chem... materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based Authored by Tracy Poulsen collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and 8.5" x 11.0" (21.59 x 27.94 cm) distribution of high-quality educational content that will serve both as core text as well as provide Black & White on White paper an adaptive environment for learning. 250 pages ISBN-13: 9781478298601 Copyright © 2010, CK-12 Foundation, www.ck12.org ISBN-10: 147829860X Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made Please carefully review your Digital Proof download for formatting, available to Users in accordance with the Creative Commons Attribution/Non-Commercial/Share grammar, and design issues that may need to be corrected. Alike 3.0 Unported (CC-by-NC-SA) License (http://creativecommons.org/licenses/by-nc- sa/3.0/), as amended and updated by Creative Commons from time to time (the “CC License”), We recommend that you review your book three times, with each time focusing on a different aspect. which is incorporated herein by this reference. Specific details can be found at http://about.ck12.org/terms. Check the format, including headers, footers, page 1 numbers, spacing, table of contents, and index. 2 Review any images or graphics and captions if applicable.
    [Show full text]
  • Hydraulics Manual Glossary G - 3
    Glossary G - 1 GLOSSARY OF HIGHWAY-RELATED DRAINAGE TERMS (Reprinted from the 1999 edition of the American Association of State Highway and Transportation Officials Model Drainage Manual) G.1 Introduction This Glossary is divided into three parts: · Introduction, · Glossary, and · References. It is not intended that all the terms in this Glossary be rigorously accurate or complete. Realistically, this is impossible. Depending on the circumstance, a particular term may have several meanings; this can never change. The primary purpose of this Glossary is to define the terms found in the Highway Drainage Guidelines and Model Drainage Manual in a manner that makes them easier to interpret and understand. A lesser purpose is to provide a compendium of terms that will be useful for both the novice as well as the more experienced hydraulics engineer. This Glossary may also help those who are unfamiliar with highway drainage design to become more understanding and appreciative of this complex science as well as facilitate communication between the highway hydraulics engineer and others. Where readily available, the source of a definition has been referenced. For clarity or format purposes, cited definitions may have some additional verbiage contained in double brackets [ ]. Conversely, three “dots” (...) are used to indicate where some parts of a cited definition were eliminated. Also, as might be expected, different sources were found to use different hyphenation and terminology practices for the same words. Insignificant changes in this regard were made to some cited references and elsewhere to gain uniformity for the terms contained in this Glossary: as an example, “groundwater” vice “ground-water” or “ground water,” and “cross section area” vice “cross-sectional area.” Cited definitions were taken primarily from two sources: W.B.
    [Show full text]
  • Molten Salt Chemistry Workshop
    The cover depicts the chemical and physical complexity of the various species and interfaces within a molten salt reactor. To advance new approaches to molten salt technology development, it is necessary to understand and predict the chemical and physical properties of molten salts under extreme environments; understand their ability to coordinate fissile materials, fertile materials, and fission products; and understand their interfacial reactions with the reactor materials. Modern x-ray and neutron scattering tools and spectroscopy and electrochemical methods can be coupled with advanced computational modeling tools using high performance computing to provide new insights and predictive understanding of the structure, dynamics, and properties of molten salts over a broad range of length and time scales needed for phenomenological understanding. The actual image is a snapshot from an ab initio molecular dynamics simulation of graphene- organic electrolyte interactions. Image courtesy of Bobby G. Sumpter of ORNL. Molten Salt Chemistry Workshop Report for the US Department of Energy, Office of Nuclear Energy Workshop Molten Salt Chemistry Workshop Technology and Applied R&D Needs for Molten Salt Chemistry April 10–12, 2017 Oak Ridge National Laboratory Co-chairs: David F. Williams, Oak Ridge National Laboratory Phillip F. Britt, Oak Ridge National Laboratory Working Group Co-chairs Working Group 1: Physical Chemistry and Salt Properties Alexa Navrotsky, University of California–Davis Mark Williamson, Argonne National Laboratory Working
    [Show full text]