Topic 9: Introduction to Kinetics and Equilibria

Understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area on the rate of a chemical reaction.

Use —understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area to connect the rule to the data and decision in the question.

This matters because —understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that reactions take place only when collisions have sufficient energy, known as the activation energy.

Use —reactions take place only when collisions have sufficient energy, known as the activation energy to connect the rule to the data and decision in the question.

This matters because —reactions take place only when collisions have sufficient energy, known as the activation energy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —reactions take place only when collisions have sufficient energy, known as the activation energy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reactions take place only when collisions have sufficient energy, known as the activation energy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the rate of a reaction from: i the time taken for a reaction, using rate = 1/time ii the gradient of suitable graph, by drawing a tangent, either for initial rate, or at a time, t.

Use —the rate of a reaction from: i the time taken for a reaction to connect the rule to the data and decision in the question.

This matters because —the rate of a reaction from: i the time taken for a reaction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the rate of a reaction from: i the time taken for a reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The rate of a reaction from: i the time taken for a reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand qualitatively, in terms of the Maxwell-Boltzmann distribution of molecular energies, how changes in temperature affect the rate of a reaction.

Use —qualitatively, in terms of the maxwell-boltzmann distribution of molecular energies, how changes in temperature affect to connect the rule to the data and decision in the question.

This matters because —qualitatively, in terms of the maxwell-boltzmann distribution of molecular energies, how changes in temperature affect determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —qualitatively, in terms of the maxwell-boltzmann distribution of molecular energies, how changes in temperature affect to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Qualitatively, in terms of the Maxwell-Boltzmann distribution of molecular energies, how changes in temperature affect is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the role of catalysts in providing alternative reaction routes of lower activation energy.

Use —the role of catalysts in providing alternative reaction routes of lower activation energy to connect the rule to the data and decision in the question.

This matters because —the role of catalysts in providing alternative reaction routes of lower activation energy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the role of catalysts in providing alternative reaction routes of lower activation energy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The role of catalysts in providing alternative reaction routes of lower activation energy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw the reaction profiles for uncatalysed and catalysed reactions, including the energy level of the intermediate formed with the catalyst.

Use —draw the reaction profiles for uncatalysed and catalysed reactions to connect the rule to the data and decision in the question.

This matters because —draw the reaction profiles for uncatalysed and catalysed reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw the reaction profiles for uncatalysed and catalysed reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw the reaction profiles for uncatalysed and catalysed reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy.

Use —the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy to connect the rule to the data and decision in the question.

This matters because —the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to interpret the action of a catalyst in terms of a qualitative understanding of the Maxwell-Boltzmann distribution of molecular energies.

Use —interpret the action of a catalyst in terms of a qualitative understanding of the maxwell-boltzmann distribution to connect the rule to the data and decision in the question.

This matters because —interpret the action of a catalyst in terms of a qualitative understanding of the maxwell-boltzmann distribution determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —interpret the action of a catalyst in terms of a qualitative understanding of the maxwell-boltzmann distribution to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Interpret the action of a catalyst in terms of a qualitative understanding of the Maxwell-Boltzmann distribution is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of the forward reaction is equal to the rate of the backward reaction ii the concentrations of the reactants and the products remain constant.

Use —many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of to connect the rule to the data and decision in the question.

This matters because —many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position of equilibrium in a homogeneous system.

Use —predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position to connect the rule to the data and decision in the question.

This matters because —predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate of reaction.

Use —evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate to connect the rule to the data and decision in the question.

This matters because —evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.