Adrian Dingle’s Chemistry Blog

January 31, 2012
by Adrian
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Making sense of Delta G and Delta G STANDARD when it comes to Equilibrium

Consider the two equations we introduced today;

Equation 1:

Delta G STANDARD = – RT ln K

Since K is the equilibrium constant, we are AT equilibrium, the amounts of products and reactants in the mixture are fixed, and the SIGN of Delta G STANDARD can be thought of as a guide to the ratio of the amount of products to the amount of reactants at equilibrium, and should NOT be thought of as a predictor of the feasibility of the reaction.

IF it so happens that products and reactants are equally favored at equilibrium, then Delta G STANDARD is zero, BUT Delta G STANDARD is not *necessarily* ZERO at equilibrium (I think this is the key).

Equation 2:

Delta G = Delta G STANDARD + RT ln Q

Since Q is NOT the K, and we are NOT necessarily at the equilibrium position, the SIGN of Delta G can be thought of as a prediction about which way the reaction (that has reactants and products defined by Q), will go.

If Delta G STANDARD is negative at equilibrium, then we will have lots of products at equilibrium, meaning Q  needs to be big (greater than 1). As Q gets larger (i.e. as we get more products), the term ‘RT ln Q’ gets increasingly positive and eventually adding IT to a negative Delta G STANDARD will make Delta G = 0 and equilibrium will be established and no further change occurs.

It is possible that Q could already be too large and therefore Delta G is positive. IF so, then the reaction will need to from more reactants, reduce the value of Q, and allow Delta G to reach zero, i.e. allow equilibrium to be established.

If Delta G STANDARD is positive at equilibrium, then we will have lots of reactants at equilibrium, meaning Q needs to be small (i.e. less than 1). As Q gets smaller (i.e. as we get more reactants), the term ‘RT ln Q’ gets increasingly negative and eventually adding IT to a positive Delta G STANDARD will make Delta G = 0 and equilibrium will be established and no further change occurs.

It is possible that Q could already be too small and therefore Delta G is negative, IF so, then the reaction will need more products, decrease the value of Q, and allow Delta G to reach zero, i.e. allow equilibrium to be established.

IN short, it is Delta G (NOT Delta G STANDARD) that will be zero at equilibrium and the sign of IT (in combination with Delta G STANDARD and RT ln Q in Equation #2.), will define which way the reaction proceeds.

January 29, 2012
by Adrian
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The confounded mess that is ‘signs’ when it comes to q = m c Delta T

This is messy – really messy, and don’t even get me started on work, internal energy and all that nonsense (which is a catastrophic minefield of bizarre ‘conventions’), but I thought it was time to crystallize a few thoughts on this.

As usual, when studying Thermodynamics with my AP classes, I did a lab that involves a couple of reactions; one endothermic and one exothermic followed by the application of q = m c Delta T. The calculations associated with this lab and these reactions are very messy in two ways. Firstly the problem of deciding what actually constitutes ‘m’ in the equations is tricky. Gases are given off, single replacement reactions lead to the depositing of solids and reactants are in excess – what do we add together to get the correct ‘m’? Secondly, the problem of assigning signs correctly in order to end up with a positive sign for the endothermic reaction and a negative sign for the exothermic reaction is a prickly one. Most texts make much too difficult a song and dance about this IMO, and frankly you often run into the sign convention problem.

Frankly, the ‘mass issue’ is really a non-issue when it comes to the AP exam (as explained at the end of the document below), but the sign issue has the potential to be much less easy to clean up. This year, for the first time, I decided to create a short document that attempts to clarify things once and for all – I think it worked very well, and it seemed to be the clearest for the kids in many years.

 

January 17, 2012
by Adrian
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How To Make A Universe With 92 Ingredients, wins again. Zum Wohl!

Following the SLA Information Book Award for 2011 presented in November in London for my latest book, “How To Make A Universe With 92 Ingredients’, somewhat stunningly (at least to me), the book has gone on to win another award.

This time, the German language version (Wie man aus 92 Elementen ein ganzes Universum macht) won the Junior section of the ‘Wissenschaftsbuch des Jahres’, a prestigious literary award presented in Austria.

German language version of '92'

German language version of '92'

Literally translated, “Wissenschaftsbuch des Jahres’ means, ‘science/research/scholarship book of the year’, although in contemporary German language (my limited knowledge suggests that) the word ‘Wissenschaft’ often simply means ‘science’. Having said that, given that there are three other categories (Science/Technology, Medicine/Health and Social/Cultural Studies) it does suggest that the word has a slightly wider meaning than simply ‘science’ – anyway, probably more information than you need to know.

The award was the brainchild of Johannes Hahn the former Austrian Minister For Science and Research, and the current European Commissioner for Regional Policy, and is presented by the Austrian Minister for Science, Karl Heinz Töchterle, in association with the Austrian Ministry for Science.

The award ceremony is in Vienna in February and I am hoping to be able to attend since amongst other things, I might get to meet one of the other winners, Bill Bryson!

There’s a little more information here.

October 25, 2011
by Adrian
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Mr. Dingle, what is that on your office door?

It’s the The University of Nottingham’s Periodic Table of QR codes.

You may know that the UoN has made a great collection of short, vignette videos telling you something about each element on the periodic table, and this set of QR codes (that you scan with your smartphone) will take you to the You Tube clip for the element.

UoN QR Codes

UoN QR Codes

Here’s a quick clip explaining it.

September 14, 2011
by Adrian
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AP Chemistry Curriculum Framework, July 2011 Draft – The Dingle Analysis

If you are reading this you probably already know that the AP system as a whole is undergoing an extensive re-write, and that AP chemistry is in line to have its new curriculum come into play within the next few years. Currently there is no official date for the start of the new syllabus, but August of 2013 looks like the earliest possible date for the introduction of the new chemistry course, with the new exam implemented no sooner than May of 2014, and maybe even later than that. It’s taken since at least June of 2008 to get to this point, so who knows how much more time before the new exam gets here?

A few weeks ago I got a sneak peek at the latest document to outline the new curriculum; the first time I have seen official word on the chemistry content. I have taken the time to read the draft and here is a summary with some comment and analysis.

Introduction

The document starts with stating what we already know, i.e. that there will be an attempt on the new exam to shift the emphasis away from so much content and toward inquiry, deeper understanding and ‘a model of instruction that promotes enduring conceptual understandings and the content that supports them’. Quite what all that means is largely beyond me, and quite how the exam is going to examine such ‘enduring conceptual understanding’ is not at all clear (oh, BTW, it can’t!), but it all sounds tremendously well-intentioned and in line with 21st century ‘edubabble’.

Content

The new content is organized under six broad headings called Big Ideas. The Big Ideas are further sub-divided into, Enduring Understandings and Essential knowledge. Quite what these grand titles precisely mean is not clear to me either (at least not outside the context of ‘edubabble’), but they strike me as simply dressing up a list of stuff that the kids need to know, but remain largely meaningless in themselves. In addition to these there are Learning Objectives which, and I quote, ‘provide clear and detailed articulation of what students should know and be able to do’. That sounds a LOT like this which has been around for over a decade and didn’t take me six years to write!

What is certainly more useful is the introduction of Exclusion Statements. These statements specifically list things that will not be tested on the exam, and this IS most definitely useful information. Having said that, these statements should really be unnecessary IF the content that CAN be examined, is well-defined. As you’ll see later in this post, for the first time in the history of the AP chemistry exam there actually IS a really well-defined list of content objectives, so the irony of NOW providing exclusion statements (not really needed now, but desperately needed in the past) is fairly thick! Anyway, they will still be helpful to those less familiar with the exam than the experienced practitioner, so I suppose we should be grateful. It would appear that the exclusion statements are basically a formalization of the list of things that have been rumored would be removed from the exam over the last few years.

The Big Ideas

Each Big Idea in the draft document is followed by a number of enduring understandings, essential knowledge statements and learning objectives. I have attempted to summarize each of the big ideas those below and in each case I have tried to outline what I see as NOT changing much when compared to the current AP content, new, different or perhaps re-emphasized in a manner not clear in the past when compared to the current AP content, and what will be excluded in the future (i.e. the exclusion statements).

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