Showing posts with label kinetics. Show all posts
Showing posts with label kinetics. Show all posts

2013-07-03

Rate Law and Integrated Rate Law Problem {2013-07-03}

Under some set of conditions, ammonia gas and fluorine gas react to form nitrogen trifluoride gas and hydrogen gas at 8.73ยบC. What is the correct rate law expression (including the rate law constant) given the following data:
Rxn #
[NH3]0
[F2]0
Rate (M/min)
1
0.274
0.218
1.841x10-2
2
0.274
0.436
7.362x10-2
3
0.822
0.436
2.209x10-1
The rate law expression for this reaction is:
Rate0 = k[NH3]0x [F2]0y
Comparing Rxn #1 and #2:
y = 2, the reaction is 2nd order with respect to fluorine concentration
Comparing Rxn #3 and #2:
x = 1, the reaction is 1st order w.r.t. ammonia concentration
Plugging in values from Rxn #1 and solving for k...
1.841x10-2 M/min = k (0.274M)1 (0.218M)2
k = 1.42 M-2min-1

In Rxn #2, how much time must pass before [F2] = 0.324M?
Plugging in to the 2nd order integrated rate law expression...
t = 0.558 minutes

In Rxn #1, how much time must pass before [NH3] = 0.217M?
Plugging in to the 1st order integrated rate law expression...
t = 0.164 minutes


2013-03-03

Questions 2013-03-03

Email questions...

"I am having trouble with determining orders of reactions.  I am pretty confused on the entire concept of them.  I am confused on questions like 3-5 on the practice tests.  I also don't understand what it means when the reaction increases by factors."
Some of this confusion may be a result of unfamiliar terminology. First, remember that for our class at this point, the only orders we are going to use are 0, 1, & 2. We determine those orders by changing the concentration of one reagent and seeing how the observed initial rate of the reaction changes. If we double the concentration of "A" {that's changing it by a factor of 2}, the observed initial rate of the reaction will either be unchanged {change by a factor of 20} if the reaction is zero-order with respect to "A", or it will double {change by a factor of 21} if the reaction is first-order w.r.t. "A", or it will quadruple {change by a factor of 22} if the reaction is second-order w.r.t. "A". Textbooks tend to really like just doubling concentrations, but there's nothing magic about multiplying by 2. You could determine the orders of a reaction by dividing the concentrations by 2 {this is also a change by a factor of 2, it's just dividing instead of multiplying}, or multiplying/dividing the concentrations by a factor of 3 or 4 or 72, it should all work the same way.

"I was looking at last spring's old chem exam 2a and for problem number 27 I got a different answer. I believe I did the math right but maybe I didn't. To get t, I did:  ln(1.03)-ln(1.67)/(-3.63x10^-2) and my answer was 14.2 and not 13.3 like you got."
This is a good calculator warning. Most importantly, when you are answering exam questions, show your work clearly and as completely as possible. If you have a calculation clearly set up correctly and just make a math/calculator error, you won't lose as many points as if you don't have your equation clearly set up. For this specific question, be sure to use parentheses on your calculator to make sure the math is being done in the order you intend. In the absence of parentheses, your calculator will evaluate multiplication/division before addition/subtraction, so if I put in the implied parentheses:
ln(1.03) - {ln(1.67)/(-3.63x10^-2)} = 14.2
But we really want that to be:

{ln(1.03) - ln(1.67)} / (-3.63x10^-2) = 13.3
By the way, if you see something on a posted answer key that seems incorrect, please let me know. I think I have everything done correctly on the keys, but there definitely could be some mistakes.


2013-02-28

Lab Reports

The exact requirements for a lab report will vary from field to field, class to class, even instructor to instructor. If you're looking for an example of a "good" lab report for my Gen Chem class, try this one:
http://www.drbodwin.com/teaching/genchemlab/iodinationlabreport12a.pdf
The most common problem I see in lab reports is that students don't always explain the experiment and its results in a way that makes it (somewhat) clear that the concepts behind the experiment are understood. The purpose of a Gen Chem experiment is almost never "We collected a bunch of numerical data, made some observations, and calculated/determined this result". What does that result mean? How is that result related to the concepts we talked about in class? How can that result help inform the exercises and exam questions you'll see in the classroom?
One of the harder things for students to do is get a feel for "reasonable" answers because Gen Chem level students don't have a lot of experience looking at these answers. Activation energy is a great example of this. If you have no feeling for how activation energy relates to the observed rate of a reaction, you might calculate an activation energy of 25 J/mol for some problem. Is that a fast reaction or a slow reaction? If you've only every done on-paper activation energy problems, that might be a hard question to answer. The advantage of doing experiments is that you have personally observed what happened, you've gained experience that will help you make some of these judgement calls. For the iodination of acetone experiment, the reaction is fast enough to easily observe, but it's not so fast that it blows up in your hand. The activation energy for the iodination of acetone is somewhere around 80-100 kJ/mol. If 80-100kJ/mol is the activation energy for a reaction that's "kinda fast, but not super fast", what do you think about that 25 J/mol activation energy reaction? {Pay attention to units.}
Lab experiments are a great way to build your knowledge base. When you're writing a lab report, think about the bigger picture and show the reader that you've recognized the link between classroom exercises and the first-hand experience you've had in the lab.


2013-02-23

Keeping track of concentrations


When doing kinetics and equilibrium problems, especially when you're doing an actual hands-on experiment, there are a lot of different concentrations to keep track of. The key to keeping them straight is mostly careful reading and organization, but there are a couple common definitions or descriptions that can help.
Stock Concentration
This is the one that comes up most common in a lab experiment. "Stock" refers to the large samples of reagent from which smaller amounts are taken for individual experiments. When you come to lab, the big bottles or carboys of solution that are on the side benches or in the dispensing hood are "stock" solutions and should have a "stock concentration" listed on the bottle. Most data analysis in lab begins with stock concentrations.
Initial Concentration
In either kinetics or equilibrium problems or experiments, we will often come upon something called an initial concentration. "Initial concentration" is (to me at least) quite fascinating because it's one of those things that we can do on paper that's just not physically possible to do in the real world. The "initial concentration" in a problem or experiment is the concentration of reactants after mixing everything together but before any reaction is allowed to take place. It's as if there was a little "start reaction" button on the side of the beaker, and nothing reacted until we pushed that button. In the real world, as soon as reactant solutions come in contact with each other, they begin to react, so the "initial concentration" is never the actual concentration we might observe in a reaction mixture. The initial concentration is most commonly calculated as a dilution of the stock concentration.
{In some specific reactions, we can probably observe an initial concentration because either the reaction is SO slow that we can mix the reactants before any measurable reaction has occurred, or because there's some external stimulus (like light or heat) required to make the reaction start. These reactions aren't that rare, but they're not reactions that we're likely to use very often in Gen Chem.}
Partial Pressures
When we're working with gases, we can often use Molarity to express the concentration of reactants, but we can also use partial pressures of the gaseous components. Partial pressures are a way to measure the number of moles of a specific gas in a mixture of gases. {Dalton's Law of Partial Pressures} That sounds an awful lot like a concentration... As with the vast majority of data analysis in chemistry, counting moles is the key to figuring out relationships between reacting species. If we know the concentration and volume of a liquid solution, we'll probably be calculating moles at some point. If we know the partial pressure of a gas, we'll probably also be calculating moles at some point. Chemistry is all about the mole!

The most important thing to do when approaching these problems is organization. This is especially true of equilibrium problems; if we can organize the information given in the problem, we'll be much more successful.

Did you hear about the chemist who was thinking very hard about removing excess solvent from a solution? She was concentrating.

Suggested Problems posted

A few people have asked about some suggested end-of-chapter problems from your book. I've picked some from our current chapters (http://www.drbodwin.com/teaching/genchem.php), this should be a good list for you to start with. Use these to identify the areas that you need to study/learn/review a little more, work through additional problems as needed. And always ask questions if you're unsure.