Sunday, January 2, 2011

Redox Reaction


Redox


Redox
 (shorthand for oxidation-reduction) reactions describe all chemical reactions in which atoms have their
oxidation number (oxidation state) changed. This can be either a simple redox process, such as the oxidation of
carbon to yieldcarbon dioxide (CO2) or the reduction of carbon by hydrogen to yield methane (CH4), or a complex
process such as the oxidation of sugar(C6H12O6) in the human body through a series of complex electron transfer
processes.
The term comes from the two concepts of reduction and oxidation. It can be explained in simple terms:
  • Oxidation is the loss of electrons or an increase in oxidation state by a moleculeatom, or ion.
  • Reduction is the gain of electrons or a decrease in oxidation state by a molecule, atom, or ion.
Though sufficient for many purposes, these descriptions are not precisely correct. Oxidation and reduction
properly refer to a change in oxidation number — the actual transfer of electrons may never occur. Thus, oxidation is
 better defined as an increase in oxidation number, and reduction as a decrease in oxidation number. In practice,
the transfer of electrons will always cause a change in oxidation number, but there are many reactions that are
classed as "redox" even though no electron transfer occurs (such as those involving covalent bonds).
Non-redox reactions, which do not involve changes in formal charge, are known as metathesis reactions.

Oxidizing and reducing agents

In redox processes the reductant transfers electrons to the oxidant. Thus, in the reaction, the reductant or
reducing agent loses electrons and is oxidized, and the oxidant or oxidizing agent gains electrons and is reduced.
The pair of an oxidizing and reducing agent that are involved in a particular reaction is called a redox pair.

]
Oxidizer

Substances that have the ability to oxidize other substances are said to be oxidative oroxidizing and are known as oxidizing agents,
oxidants, or oxidizers. Put another way, the oxidant removes electrons from another substance, and is thus
itself reduced. And, because it "accepts" electrons, it is also called an electron acceptor.

Oxidants are usually chemical elements or substances with elements in high oxidation numbers (e.g., H2O2MnO
4CrO3Cr2O2−
7
OsO4) or highly electronegativesubstances/elements that can gain one or two extra electrons by
oxidizing an element or substance (OFClBr).

[]
Reducers

Substances that have the ability to reduce other substances are said to be reductive or reducing and are known
 as reducing agents,reductants, or reducers. That is, the reductant transfers electrons to another substance,
and is thus itself oxidized. And, because it "donates" electrons, it is also called an electron donor.
Electron donors can also form charge transfer complexes with electron acceptors.
Reductants in chemistry are very diverse. Electropositive elemental metals, such as lithiumsodiummagnesium,
 ironzincaluminium,carbon, are good reducing agents. These metals donate or give away electrons readily.
Hydride transfer reagents, such as NaBH4 andLiAlH4, are widely used in organic chemistry,[1][2]
primarily in the reduction of carbonyl compounds to alcohols. Another method of reduction involves the
 use of hydrogen gas (H2) with a palladiumplatinum, or nickel catalyst. These catalytic reductions are
 used primarily in the reduction of carbon-carbon double or triple bonds.

[]
Examples of redox reactions

A good example is the reaction between hydrogen and fluorine in which hydrogen is being
oxidized and fluorine is being reduced:
H2 + F2 → 2 HF
We can write this overall reaction as two half-reactions:
the oxidation reaction:
H2 → 2 H+ + 2 e
and the reduction reaction:
F2 + 2 e → 2 F
Analyzing each half-reaction in isolation can often make the overall chemical process clearer. Because there
 is no net change in charge during a redox reaction, the number of electrons in excess in the oxidation
reaction must equal the number consumed by the reduction reaction (as shown above).
Elements, even in molecular form, always have an oxidation number of zero. In the first half-reaction,
hydrogen is oxidized from an oxidation number of zero to an oxidation number of +1.
In the second half-reaction, fluorine is reduced from an oxidation number of zero to an oxidation number of −1.
When adding the reactions together the electrons cancel:
H22 H+ + 2 e
F2 + 2 e2 F

H2 + F22 H+ + 2 F
And the ions combine to form hydrogen fluoride:
H2 + F2 → 2 H+ + 2 F → 2 HF


Displacement reactions

Redox occurs in single displacement reactions or substitution reactions. The redox component of these types of
reactions is the change of oxidation state (charge) on certain atoms, not the actual exchange of atoms in the compounds.
For example, in the reaction between iron and copper(II) sulfate solution:
Fe + CuSO4 → FeSO4 + Cu
The ionic equation for this reaction is:
Fe + Cu2+ → Fe2+ + Cu
As two half-equations, it is seen that the iron is oxidized:
Fe → Fe2+ + 2 e
And the copper is reduced:
Cu2+ + 2 e → Cu

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Other examples

  • The oxidation of iron(II) to iron(III) by hydrogen peroxide in the presence of an acid:
Fe2+ → Fe3+ + e
H2O2 + 2 e → 2 OH
Overall equation:
2 Fe2+ + H2O2 + 2 H+ → 2 Fe3+ + 2 H2O
2 NO3 + 10 e + 12 H+ → N2 + 6 H2O

  • 4 Fe + 3 O2 → 2 Fe2O3Oxidation of elemental iron to iron(III) oxide by oxygen (commonly known as rusting
  • which is similar to tarnishing):

Balancing redox reactions

Describing the overall electrochemical reaction for a redox process requires a balancing of the component half-reactions
for oxidation and reduction. For reactions in aqueous solution, this generally involves adding H+OHH2O,
and electrons to compensate for the oxidation changes.

[edit]



Acidic media

In acidic media, H+ ions and water are added to half reactions to balance the overall reaction.
For example, when manganese(II) reacts with sodium bismuthate:
Unbalanced reaction:Mn2+(aq) + NaBiO3(s) → Bi3+(aq) + MnO4 (aq)
Oxidation:H2O(l) + Mn2+(aq) → MnO
4
(aq) + 8 H+(aq) + 5 e
Reduction:e + 6 H+ + BiO
3
(s) → Bi3+(aq) + 3 H2O(l)
The reaction is balanced by scaling the two half-cell reactions to involve the same number of electrons
(multiplying the oxidation reaction by the number of electrons in the reduction step and vice versa):
H2O(l) + 2 Mn2+(aq) → 2 MnO− 4(aq) + 16 H+(aq) + 10 e
10 e + 30 H+ + 5 BiO− 3(s) → 5 Bi3+(aq) + 15 H2O(l)
Adding these two reactions eliminates the electrons terms and yields the balanced reaction:
14 H+(aq) + 2 Mn2+(aq) + 5 NaBiO3(s) → 7 H2O(l) + 2 MnO− 4(aq) + 5 Bi3+(aq) + 5 Na+(aq)

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Basic media

In basic media, OH ions and water are added to half reactions to balance the overall reaction.
For example, in the reaction between potassium permanganate and sodium sulfite:
Unbalanced reaction:KMnO4 + Na2SO3 + H2O → MnO2 + Na2SO4 + KOH
Reduction:e + 2 H2O + MnO4 → MnO2 + 4 OH
Oxidation:2 OH + SO32− → SO42− + H2O + 2 e
Balancing the number of electrons in the two half-cell reactions gives:
e + 4 H2O + 2 MnO4 → 2 MnO2 + 8 OH
6 OH + 3 SO32− → 3 SO42− + 3 H2O + 6 e
Adding these two half-cell reactions together gives the balanced equation:
KMnO4 + 3 Na2SO3 + H2O → 2 MnO2 + 3 Na2SO4 + 2 KOH

Saturday, January 1, 2011

Chemical Equations

Chemical Equations

Evaluation:http://education.jlab.org/elementbalancing/index.html
http://education.jlab.org/elementbalancing/question.php?888045

Determining Acids and Bases

OVERVIEW: An introduction to using indicators to determine acids and bases.


PURPOSE: To introduce acidity/alkalinity of substances using an indicator to determine their differences and safety precautions in handling of each.


OBJECTIVES: The student will use purple cabbage indicator to test five known substances for acidic/alkaline balance. The student will discuss the safety precautions required both inside and outside a lab in handling acids and bases. RESOURCES/MATERIALS:
  1. Several clear containers
  2. Several household substances (see activity 2)
  3. Purple Cabbage Indicator (Coarsely shred a head of purple cabbage. Place in saucepan and fill 1/2 full of water. Boil about ten minutes. Strain the liquid and refrigerate until ready to use.)
  4. spoons, paper towels, safety glasses
ACTIVITY: (Can be Lab or Demo)
Label 4 clear containers with numbers 1 - 4. Fill each 1/2 way with water, white vinegar, ammonia and corn syrup. Have students note color, smell, etc. Do Not Taste. Drop a paper clip in each to discuss density and clue to the identity of corn syrup. Add 1 teas. purple cabbage indicator to each substance. Note color changes.
vinegar - red - acid
ammonia - green - base
water - purple - neutral
Have students start a chart to record their findings.


ACTIVITY: Have students bring in some of their own to test. Some good examples are lemon juice, Isopropyl, shampoo, peroxide, window cleaner, milk, 7-up, aspirin, antacids, milk of magnesia, tea, orange juice, coke, coffee, detergent. Repeat procedure from activity. Add these findings to yesterdays chart.


ACTIVITY: Make your own indicator paper by soaking paper towels or coffee filters (white) in purple cabbage juice. Let dry and cut into strips. Students can take them home for homework. Dip into substance. Watch for color change. Let dry and mount on 3" x 5" index cards for bulletin board displays.


TYING IT ALL TOGETHER: Discuss and make a chart of acids, bases and neutrals. Identify the potential harm acids and bases can create. Add safety procedures to your chart of acids and bases. Do Not Ingest and Do Not Mix are critical here.

EVALUATION

Acids and Bases

For thousands of years people have known that vinegar, lemon juice and many other foods taste sour. However, it was not until a few hundred years ago that it was discovered why these things taste sour - because they are all acids. The term acid, in fact, comes from the Latin term acere, which means "sour". While there are many slightly different definitions of acids andbases, in this lesson we will introduce the fundamentals of acid/base chemistry.
In the seventeenth century, the Irish writer and amateur chemist Robert Boyle first labeled substances as either acids or bases (he called bases alkalies) according to the following characteristics:
Acids taste sour, are corrosive to metals, change litmus (a dye extracted from lichens) red, and become less acidic when mixed with bases.
Bases feel slippery, change litmus blue, and become less basic when mixed with acids.
While Boyle and others tried to explain why acids and bases behave the way they do, the first reasonable definition of acids and bases would not be proposed until 200 years later.
In the late 1800s, the Swedish scientist Svante Arrhenius proposed that water can dissolve many compounds by separating them into their individualions. Arrhenius suggested that acids are compounds that contain hydrogen and can dissolve in water to release hydrogen ions into solution. For example, hydrochloric acid (HCl) dissolves in water as follows:

HClH2O
arrow
H+(aq) + Cl-(aq)
Arrhenius defined bases as substances that dissolve in water to release hydroxide ions (OH-) into solution. For example, a typical base according to the Arrhenius definition is sodium hydroxide (NaOH):

NaOHH2O
arrow  
Na+(aq) + OH-(aq)
The Arrhenius definition of acids and bases explains a number of things. Arrhenius's theory explains why all acids have similar properties to each other (and, conversely, why all bases are similar): because all acids release H+ into solution (and all bases release OH-). The Arrhenius definition also explains Boyle's observation that acids and bases counteract each other. This idea, that a base can make an acid weaker, and vice versa, is calledneutralization.

Neutralization

As you can see from the equations, acids release H+ into solution and basesrelease OH-. If we were to mix an acid and base together, the H+ ion would combine with the OH- ion to make the molecule H2O, or plain water:

H+(aq)+  OH-(aq) arrowH2O
The neutralization reaction of an acid with a base will always produce water and a salt, as shown below:

AcidBaseWaterSalt
HCl + NaOH arrowH2O + NaCl
HBr + KOH arrowH2O + KBr
Though Arrhenius helped explain the fundamentals of acid/base chemistry, unfortunately his theories have limits. For example, the Arrhenius definition does not explain why some substances, such as common baking soda (NaHCO3), can act like a base even though they do not contain hydroxideions.
In 1923, the Danish scientist Johannes Brønsted and the Englishman Thomas Lowry published independent yet similar papers that refined Arrhenius'theory.  In Brønsted's words, "... acids and bases are substances that are capable of splitting off or taking up hydrogen ions, respectively."  The Brønsted-Lowry definition broadened the Arrhenius concept of acids and bases.  
The Brønsted-Lowry definition of acids is very similar to the Arrhenius definition, any substance that can donate a hydrogen ion is an acid (under the Brønsted definition, acids are often referred to as proton donors because an H+ ion, hydrogen minus its electron, is simply a proton).
The Brønsted definition of bases is, however, quite different from the Arrhenius definition.  The Brønsted base is defined as any substance that can accept a hydrogen ion.  In essence, a base is the opposite of an acid.  NaOH and KOH, as we saw above, would still be considered bases because they can accept an H+ from an acid to form water.  However, the Brønsted-Lowry definition also explains why substances that do not contain OH- can act like bases.  Baking soda (NaHCO3), for example, acts like a base by accepting a hydrogen ion from an acid as illustrated below:

AcidBaseSalt
HCl + NaHCO3 arrowH2CO3 + NaCl
In this example, the carbonic acid formed (H2CO3) undergoes rapid decomposition to water and gaseous carbon dioxide, and so the solutionbubbles as CO2 gas is released.

pH

Under the Brønsted-Lowry definition, both acids and bases are related to the concentration of hydrogen ions present.  Acids increase the concentration of hydrogen ions, while bases decrease the concentration of hydrogen ions (by accepting them).  The acidity or basicity of something, therefore, can be measured by its hydrogen ion concentration.
In 1909, the Danish biochemist Sören Sörensen invented the pH scale for measuring acidity.  The pH scale is described by the formula:
pH = -log [H+]Note: concentration is commonly abbreviated by using square brackets, thus [H+] = hydrogen ionconcentration.  When measuring pH, [H+] is inunits of moles of H+ per liter of solution.

For example, a solution with [H+] = 1 x 10-7 moles/liter has a pH equal to 7 (a simpler way to think about pH is that it equals the exponent on the H+concentration, ignoring the minus sign). The pH scale ranges from 0 to 14. Substances with a pH between 0 and less than 7 are acids (pH and [H+] are inversely related - lower pH means higher [H+]). Substances with a pH greater than 7 and up to 14 are bases (higher pH means lower [H+]). Right in the middle, at pH = 7, are neutral substances, for example, pure water. The relationship between [H+] and pH is shown in the table below alongside some common examples of acids and bases in everyday life.

[H+]pHExample
Acids1 X 1000HCl
1 x 10-11Stomach acid
1 x 10-22Lemon juice
1 x 10-33Vinegar
1 x 10-44Soda
1 x 10-55Rainwater
1 x 10-66Milk
Neutral1 x 10-77Pure water
Bases1 x 10-88Egg whites
1 x 10-99Baking soda
1 x 10-1010Tums® antacid
1 x 10-1111Ammonia
1 x 10-1212Mineral lime - Ca(OH)2
1 x 10-1313Drano®
1 x 10-1414NaOH

EVALUATION
http://chemistry.about.com/library/weekly/blacidquiz.htm
http://school.discoveryeducation.com/quizzes/cc_karent/Quiz9acidsandbases.html