Using CBL Technology and a Graphing Calculator To Teach the Kinetics of Consecutive First-Order Reactions

Cortés-Figueroa, José E.; Moore, Deborah

doi:10.1021/ed076p635

Cited by 12 publications

(16 citation statements)

References 2 publications

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“…A thorough understanding of these topics is important because they help students to learn subsequent topics such as thermodynamics, acids and bases, and organic chemistry. One kinetics topic that is often a source of student confusion is reaction order. − Other common kinetics mistakes include the definition of reaction rate as reaction time, the assumption that reaction rate increases with time or stays constant, and the belief that initial concentration has an impact on the reaction rate of zero-order reactions. − Chemical equilibrium is another fundamental concept where a macroscopic/microscopic disconnect contributes to student misconceptions. ,− For example, based on “macroscopic level” observations, students often think that a chemical reaction stops after it reaches equilibrium …”

Section: Introductionmentioning

confidence: 99%

Teaching Kinetics and Equilibrium Topics Using Interlocking Building Bricks in Hands-on Activities

Xian

King

2019

J. Chem. Educ.

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Two in-class interlocking building brick-based activities were used to engage students in class and help improve student performance on chemical kinetics and equilibrium questions. In the kinetics activity, a pseudo-first-order bimolecular reaction is modeled with different numbers of colored bricks. In the equilibrium activity, the relationship between the rates of forward and reverse reactions and equilibrium amounts is demonstrated with different numbers of assemblers and disassemblers. A second part of this activity illustrates the concept of Le Châtelier’s principle by changing the conditions after the system has reached equilibrium. Student performance on in-class questions was higher after completing the activities.

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Section: Introductionmentioning

confidence: 99%

Teaching Kinetics and Equilibrium Topics Using Interlocking Building Bricks in Hands-on Activities

Xian

King

2019

J. Chem. Educ.

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“…3 corresponds to the graph of the equation where a = 0.1665, b = 0.1560, k obsd = 1.442(3) · 10 À3 s À1 , k 0 obsd ¼ 1.043ð3Þ Â 10 À4 s À1 and A 1 = 0.2290. A detailed description about the analysis of biexponential plots of biphasic reactions is available in the chemical literature [22,25,26]. The nature of the reactions product was established by comparison of the m(CO) spectrum of the reaction product with the spectra of an actual sample of fac-(g 2 -phen)(g 1 -PPh 3 )Mo(CO) 3 .…”

Section: Resultsmentioning

confidence: 99%

“…The rate constant values for sets of consecutive rate constants were determined using a graphing calculator as described in the Journal of Chemical Education [21][22][23]. For extremely slow reactions, the second segment of the biphasic plot was ignored and the rate constant values for the first segment were estimated using a time-lag method [17][18][19][20][21].…”

Section: Kinetics Experiments and Data Analysismentioning

confidence: 99%

A biphasic displacement of [60]fullerene from fac-(dihapto-[60]fullerene)(dihapto-1,10-phenanthroline) tricarbonyl molybdenum (0)

Ocasio-Delgado

Jesús-Segarra

Cortés-Figueroa

2005

Journal of Organometallic Chemistry

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“…Knowledge of reaction order can help one ascertain the reaction mechanism. Reaction kinetics experiments in introductory chemistry courses are most often studied either using spectroscopy by observing the change in the visible color of a solution as one species is produced or consumed or by measuring pressure changes in the production or consumption of gas phase species (1)(2)(3)(4)(5)(6). To further help students understand the concept of orders of reaction, a recent publication in this Journal suggests some useful processes simulating reactions occurring under different orders of reaction (7).…”

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confidence: 99%

Steel Wool and Oxygen: A Look at Kinetics

Gordon

Chancey

2005

J. Chem. Educ.

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Kinetics is an extremely important concept for introductory chemistry courses. While it is critical that students are able to determine whether or not a chemical reaction will occur from a thermodynamics perspective, they should also be able to predict and determine information on the rate of the reaction. Kinetics experiments in introductory chemistry courses primarily concentrate on the determination of the concentrations of reactants or products, the order of the reaction with respect to individual species, or the overall reaction order. Knowledge of reaction order can help one ascertain the reaction mechanism. Reaction kinetics experiments in introductory chemistry courses are most often studied either using spectroscopy by observing the change in the visible color of a solution as one species is produced or consumed or by measuring pressure changes in the production or consumption of gas phase species (1-6). To further help students understand the concept of orders of reaction, a recent publication in this Journal suggests some useful processes simulating reactions occurring under different orders of reaction (7).The experiment presented here analyzes the change in gas pressure to examine the kinetics of the iron in steel wool reacting with molecular oxygen as represented in the equation:Birk et al. first discussed the possibility of studying the kinetics of this reaction (8). This experimental design has long been used to determine the percentage of oxygen in the air. Typically, a pretreated piece of steel wool is placed into a test tube that is then inverted into a beaker of water. As the iron in the steel wool reacts with the molecular oxygen, water rises into the test tube to compensate for the decrease in pressure.In this experiment, a Vernier oxygen gas sensor is placed in the mouth of a test tube to measure the decrease in oxygen concentration as it reacts with the steel wool.The general expression for the rate of change in concentration of oxygen with time isGraphing the integrated rate law expressions for the values of x equaling zero, one, and two was used to determine the order of the reaction with respect to oxygen. While there are cases when x is a fractional value, for example, 0.5 or 1.5, those are for more complex systems than we choose to discuss in our introductory chemistry course. The rate expressions and the integrated forms of the expressions can be seen in Table 1. In the expressions the initial concentration of oxygen and the concentrations at various times, are designated with the superscripts i and t, respectively. The rate constant for the expression is given as k.The oxygen gas sensor is designed for measuring gaseous, not aqueous, oxygen concentration. In the sensor's electrochemical cell, the partial pressure of oxygen is measured and the corresponding voltage is converted to an equivalent concentration of oxygen in units of the percent of oxygen. Therefore, the percent of oxygen was substituted for the molar concentration in the integrated rate expressions and designated with s...

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Using CBL Technology and a Graphing Calculator To Teach the Kinetics of Consecutive First-Order Reactions

Cited by 12 publications

References 2 publications

Teaching Kinetics and Equilibrium Topics Using Interlocking Building Bricks in Hands-on Activities

Teaching Kinetics and Equilibrium Topics Using Interlocking Building Bricks in Hands-on Activities

A biphasic displacement of [60]fullerene from fac-(dihapto-[60]fullerene)(dihapto-1,10-phenanthroline) tricarbonyl molybdenum (0)

Steel Wool and Oxygen: A Look at Kinetics

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