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Mr Field
Using this slide show
The slide show is here to provide structure to the lessons, but not
to limit them….go off-piste when you need to!
The slide show is designed for my teaching style, and contains only
the bare minimum of explanation, which I will elaborate on as I
present it. Please adapt it to your teaching style, and add any notes
that you feel necessary.
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Menu:
Lesson 1 –
Lesson 2 –
Lesson 3 –
Lesson 4 –
Lesson 5 –
Lesson 6 –
Lesson 8 –
Lesson 9 –
Lesson 10 –
Lesson 11 –
Lesson 12 –
Lesson 13 –
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Lesson 1
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Reflecting on Kinetics
Brainstorm everything you already know about the rates
of reactions.
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Overview
Copy this onto an A4 page. You should add to it as a
regular review throughout the unit.
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Assessment
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We Are Here
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Lesson 1: Rates of Reaction
Objectives:
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The Rate of Reactions
In simple terms, the rate of a reaction can be thought of
as its speed
Discuss:
Think of examples of ‘fast’ and ‘slow’ reactions
Why is ‘speed’ not a good word to use in this context?
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Defining the Rate of Reaction
The rate of reaction is: [ R] [ P]
Rate
t t
Where:
∆[R] is change in concentration of
reactants
∆[P] is change in concentration of
products
∆t is change in time
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Measuring Reaction Rates
We need to monitor something changing over time such as:
Technique Apparatus/Notes
Collecting gas Using a gas syringe or inverted measuring cylinder filled with
water
Mass loss Reaction conducted on a balance…if it produces a gas the mass
will decrease
Colour change Measured using a colorimeter
Obscured cross Useful if reaction produces a precipitate (for example sodium
thiosulphate and acid)
Iodine clock Produces a sudden colour change from colourless to
black….monitors any reaction producing iodine
pH Monitored using a pH probe
Temperature change Not ideal as difficult to prevent heat loss
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Review
[ R] [ P]
Rate
t t
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Lesson 2
Collision Theory
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Practice
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We Are Here
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Lesson 2: Collision Theory
Objectives:
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Reflect
What are the four main influences on the rate of
chemical reactions?
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Collision Theory
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Simulation
This should be downloaded and installed before the lesson!
https://phet.colorado.edu/en/simulation/reactions-and-rates
Complete the activity here.
Once you have finished, you should attempt to develop an
analogy to describe your findings.
Particle size
Catalyst
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Review
Reaction rates increase if you increase:
The number of collisions
The energy of those collisions
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Lesson 3
Hess’ Law
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Recap
Excess magnesium, was added to a
beaker of aqueous hydrochloric acid.
A graph of the mass of the beaker
and contents was plotted against
time (line 1). Mass 1
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We Are Here
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Lesson 3: Catalysts
Objectives:
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What are catalysts?
Correct? Discuss.
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So then, what are catalysts?
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Enthalpy Level Diagrams
Sketch an enthalpy level diagram for a reaction with and
without a catalyst.
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Catalysts in Practice
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Review
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Lesson 4
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Recap
Which quantities in the enthalpy level
diagram are altered by the use of a catalyst?
I II
Enthalpy
A. I and II only
B. I and III only III
C. II and III only
D. I, II and III Time
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We Are Here
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Lesson 4: The Maxwell-Boltzmann
Distribution
Objectives:
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A Glass of Water
DISCUSS:
What is the relationship between
the temperature of this water and
the movement of its molecules?
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The Maxwell-Boltzmann Distribution
Describes how energy is distributed in a collection of
particles:
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Simulating the Maxwell-Boltzmann
Distribution
As with much physical chemistry, computer-based simulations are one of
the best ways to get to grips with this.
Technical Note:
Java’s security settings sometimes prevent the simulation from working. To fix:
Go to Java Control Panel (sometimes called ‘javacpl’)
Se
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Practice Questions
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The Boltzmann Graphs
Red: 100K
Green: 300K
Blue: 500K
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Review
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Lesson 5
HL Only
Reaction Order
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Recap
On the same axes, sketch the Maxwell-Boltzmann
distribution for a lower and a higher temperature, and
use this to explain why increasing the temperature
increases the rate of reaction.
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We Are Here
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Lesson 5: Reaction Order
Objectives:
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What is reaction order?
Reaction order describes how changes to the
concentration of reactants affect the rate of a reaction
Assuming temperature and pressure are fixed
Changing the
concentration does not
affect the rate
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For example:
Run # Initial [A] Initial [B] Initial Rate (v0)
([A]0) ([B]0)
1 1.00 M 1.00 M 1.25 x 10-2 M/s
2 1.00 M 2.00 M 2.5 x 10-2 M/s
3 2.00 M 2.00 M 2.5 x 10-2 M/s
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Another example:
Experiment Initial [NO] / Initial [H2] / Initial rate /
mol dm–3 mol dm–3 mol (N2) dm–3 s–1
1 0.100 0.100 2.53×10–6
2 0.100 0.200 5.05×10–6
3 0.200 0.100 1.01×10–5
4 0.300 0.100 2.28×10–5
The reaction is 1st order w.r.t reactant H2
Comparing Runs 1 and 2:
[H2] doubles but [NO] remains fixed
Rate doubles
Overall the reaction is 3rd order (1st order + 2nd order = 3rd order)
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Rate-Concentration Graphs
0th Order 1st Order 2nd Order
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Concentration-Time Graphs
0th Order 1st Order 2nd Order
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Rate Graphs in Practice
This will collect so much data that the only realistic way
to analyse it will be by spreadsheet. There is an example
here.
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Review
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Lesson 6
HL Only
Rate Equations
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Recap
What is the order of reaction with respect to NO2(g)
and F2(g) given the following rate data at a certain
temperature?
[NO2(g)] / mol [F2(g)] / mol Rate / mol dm–3
dm–3 dm–3 min–1
0.1 0.2 0.1
0.2 0.2 0.4
0.1 0.4 0.2
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We Are Here
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Lesson 6: Rate Equations
Objectives:
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What is a rate equation?
A rate equation allows us to calculate the rate we would expect for
any concentration of reactants.
A+B+CD+E
Rate = k[A]x[B]y[C]z
Where:
[A], [B] an [C] are the concentrations of each reactant
x, y, and z are the order of reaction with respect to each reactant
k is the ‘rate constant’
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The rate constant, k
The rate constant k is essentially a measure of how
readily a reaction will take place:
Higher k faster reaction
Lower k slower reaction
k is dependent on temperature
As temperature increases, so does k
As temperature decreases, so does k
k is independent of concentration:
Provided the temperature is fixed, k is always the same
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Units of k
K has specific units, dependent on the overall order of reaction.
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For example (from last lesson):
Experiment Initial [A] Initial [B] Initial Rate (v0)
([A]0) ([B]0)
1 1.00 M 1.00 M 1.25 x 10-2 M/s
2 1.00 M 2.00 M 2.5 x 10-2 M/s
3 2.00 M 2.00 M 2.5 x 10-2 M/s
The reaction is 0th order w.r.t reactant A, and 1st order w.r.t reactant
B
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Another example (from last lesson):
Experiment Initial [NO] / Initial [H2] / Initial rate /
mol dm–3 mol dm–3 mol (N2) dm–3 s–1
1 0.100 0.100 2.53×10–6
2 0.100 0.200 5.05×10–6
3 0.200 0.100 1.01×10–5
4 0.300 0.100 2.28×10–5
The reaction is 1st order w.r.t [H2], and second order w.r.t [NO]
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Rate Equations in Practice
In this activity you will need to determine the rate equation
for the following reaction
You will use real-life data collected from the lab, which will be
messy and lumpy in way that the data in exams won’t be.
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Review
Rate = k[A]x[B]y[C]z
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Lesson 7
HL Only
The Reaction Mechanism
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Recap
What is the order of reaction with respect to NO2(g)
and F2(g) given the following rate data at a certain
temperature?
[NO2(g)] / mol [F2(g)] / mol Rate / mol dm–3
dm–3 dm–3 min–1
0.1 0.2 0.1
0.2 0.2 0.4
0.1 0.4 0.2
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We Are Here
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Lesson 7: The Reaction Mechanism
Objectives:
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Reaction Mechanisms Explained…with ping
pong balls
The task:
As a class seated in a big circle, you need to see how quickly
you can pass 10 ping pong balls around the circle.
Most of you can use your hands
One of you must use THE SPATULA OF DOOM
The rules:
If the person you are trying to pass to already has a ball, hold
on to it until they have given it away
Each person can only have one ball at a time
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Reflecting on the silly ping-pong balls thing
What were the main factors that influenced how fast the balls
could be passed around?
How much can the people present after the slow one
influence the rate?
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Eating Elephants…
How do you eat an
elephant?
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Reaction Mechanisms
Example 1
Most reactions happen by a series of small steps, and this series is called the
‘reaction mechanism’
For example:
NO2(g) + CO(g) NO(g) + CO2(g)
Note:
NO3 is an intermediate something that is made in one step and used up in another
The left at right sides of the mechanism cancel out to give you the overall equation.
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A note on molecularity…
Molecularity describes the number of particles involved
in a single step:
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Mechanisms and Rates
Example 1
Looking at our previous example
NO2(g) + CO(g) NO(g) + CO2(g)
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Mechanisms and Rates
Example 2
2NO(g) + O2(g) 2NO2(g)
In this reaction:
Changing the concentration of O2 will affect the rate
Because it is involved in the slow step.
Changing the concentration of NO will affect the rate
Because it will affect the rate at which N2O2 is made, and this is needed in the slow
step.
In summary:
Rate is affected by everything up to and including the slow step
Rate is not affect by anything after the slow step
For this reason, the slow step is called the rate determining step.
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How can we determine the reaction mechanism?
Example 1: NO2(g) + CO(g) NO(g) + CO2(g)
First we identify a series of possible reaction mechanisms:
Possibility 1: Possibility 2:
From experimental data we find that the rate law is Rate = k[NO2]2
This tells us that the reactions at/before the RDS involve two NO2 or things that can
be made from it.
The only possibility that fits this is the first, with the first step as the RDS.
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Key Point
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How can we determine the reaction mechanism?
Example 2: 2NO(g) + O2(g) 2NO2(g)
First we identify a series of possible reaction mechanisms:
Possibility 1: Possibility 2: Possibility 3:
From experimental data we find that the rate law is Rate = k[NO]2[O2]
This tells us that the reactions at/before the RDS only at least two NO and one
O2.
The only possibility that fits this is the second, with the second step as the slow
one
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Time to Practice
Complete the worksheets here:
http://wcmiller.borderland.ca/TFSScience/Chemistry%2040S/Do
cuments/Reaction%20Mechanisms%20worksheet.pdf
http://butane.chem.illinois.edu/cyerkes/104_s_12/worksheets/
Worksheet-Reaction%20Mechanism.pdf
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Review
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Lesson 8
HL Only
Activation Energy
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Recap
1. Two species, P and Q, react together according to the following equation.
P+Q→R
The accepted mechanism for this reaction is
P + P P2 fast
P2 + Q → R + P slow
What is the order with respect to P and Q?
P Q
A. 1 1
B. 1 2
C. 2 1
D. 2 2
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We Are Here
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Lesson 8: Activation Energy
Objectives:
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Activation Energy
Activation energy is the minimum energy to colliding
particles need in order to react
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The Arrhenius Equation
Where:
•k is the rate constant
•Ea is the activation energy
•T is the temperature measured in Kelvins
•R is the gas constant, 8.314 J mol-1 K-1.
•e is Euler’s number
•A is the ‘frequency factor’
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Rearranging Arrhenius
This may not look like it, but is actually an equation in the form
y = mx + c
Where:
•‘y’ is ln k
•‘m’ is -Ea/R
•‘x’ is 1/T
•‘c’ is ln A
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To determine Ea Experimentally:
(Assuming we know the rate equation)
Measure the rate of reaction at
various different temperatures.
Keeping all concentrations the same
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In practice…
You will be using the method described previously to
determine the activation energy for:
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Recap
Activation energy can be determined by the gradient of a
graph of ln k vs 1/T
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Lesson 9
HL Only
Independent Practice
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