Saturday, 27 July 2013

9.6.5/6 HSC Q - Feedback

2002
di) Remember – we cleaned, dried & weighed all the identical samples. Then submerged them in pH buffers acidic (pH <7), neutral (pH =7) and basic (pH > 7). We observe the rate of corrosion via bubbling and colour of solution and by cleaning, drying and weighing at the end (basic = no corrosion (passivating), neutral = normal rust, acidic = no rust but iron dissolved = large mass loss.
dii) Remember that there are two reasons why metals corrode more in acidic environments i) MASH – hydrogen ions oxidize reactive metals (any metal with a –ve reduction potential). ii) Oxygen is a stronger oxidant in acidic conditions (give two oxygen reduction potential equations from the data sheet to prove) thus the rate of corrosion is higher.

2004
dii) Remember the experiment was as described in 2002di) above but we changed the oxygen concentration via having i) partially submerged, fully submerged, fully submerged with oil layer on top, fully submerged in pre-boiled water with oil layer on top. We observed qualitatively for the time until first sign of corrosion and fr the extent corrosion at the end of the experiment.
diii) To explain differences in rusting you must include the rusting equations. Even though the sunk ship is submerged the ship on the shore would be constantly wet and salty (perhaps even higher salt conc due to evaporation) so they both have an electrolyte. The temperature and oxygen concentration of the shore ship would be higher. Thus the shore ship rusted faster (as shown in the pic) NOTE – 30m is NOT deep enough for SRB and acidic microenvironments to have an impact. But you should explain why its temp and oxygen is lower (ie water high heat capacity keeps the ocean cooler and oxygen has low solubility in water as it is non-polar).

2006
bi) Yes CO2 is more soluble that oxygen in the water but it is OXYGEN that is the oxidant in rusting.
bii) Be careful how you express yourself. Low temperatures and high pressures make gases MORE SOLUBLE. But (just like the deep ocean) low tem and high pressure does not mean that there will be ‘more dissolved’ gas.

2007
ci) See 2002 di above

2010
di) As described in 2004 dii) above except we also changed oxygen concentration, salt concentration (and pH) in three different experiments. Temp was changed via use of incubator, room temp, fridge and freezer (but problems…). Oxygen conc and pH as described in 2004 dii) & 2001di). If weighing – make sure you clean dry and weight then after the experiment, wipe off the corrosion product, clean, dry and weigh AND say the larger the mass loss the greater the rate of corrosion.
dii) keep it simple – to keep the electrolyte or oxygen away from the steel – paint! (or use some other barrier protection) – 1 mark  = keep it simple

2012
ci) The conditions would be anaerobic conditions where there are sulphate ions where SRB live = eg deep ocean

9.6.4 HSC Q - Feedback


KEY POINTS
* If you are talking about barrier protection you must say it protects the iron from corrosion as it is a barrier preventing oxidant/electrolyte (oxygen/water) coating the steel, thus preventing corrosion.

* If you are talking about cathodic protection – you MUST say that there is a galvanic (or electrolytic - for impressed current) cell established between the iron and the anode (eg Zn for sacrificial anodes) where the iron is the cathode thus protected from oxidation/corrosion.

*If you’re talking about galvanising you must say BOTH of the above for the unscratched/scratched conditions

*If you are talking about Noble coatings you must say that if scratched the galvanic cell produced accelerates corrosion.

*If you are asked to discuss the use of materials over time – it is a Q about the history of shipping materials

*If you are asked to explain why steel is used in ships you have to talk about its useful properties (low $ and high strength:weight ratio) AND about the fact that its corrosion can be prevented with a range of strategies:…

2001

bii) You must note that the sacrificial anode forms a galvanic cell when in contact with the hull(and electrolyte). Ie you can’t just say that the hull is the ‘cathode’, it is ‘the cathode of the galvanic cell established when in contact with the sacrificial anode and electrolyte’. Also – while it is ‘obvious’, don’t overlook the fact that you actually need to say ‘they prevent corrosion/oxidation of the hull’ –but they DON’T protect because the cause the hull to be reduced (ie the iron doesn’t turn into negative iron ions) – the hull becomes the site of reduction – so oxidation cannot occur there (nd any iron irons that have formed will be reduced back into iron).

diii) Define terms – accuracy is how close measurements are to the actual value (ie the measuring equipment and measuring technique used to take each reading). Validity is whether an experiment measured what was intended (ie did it actually address the aim/hypothesis) – this is determined by control of variables (all but IV and DV are constant) and ensuring accuracy and reliability. Reliability is whether the result are repeatable – this is done by repeating the experiment and checking for consistency. So to improve accuracy you need more sensitive measuring apparatus or a more accurate technique. For reliability you must repeat the experiment – but this is where you can talk about control of variables too as if there is no control of variables there will be variation in results.. See here.

2005

c) For BIG mark Q in the electives (6-8 marks) you will always need to include equations. For this Q the equations should have related to corrosion protection and rusting. Eg sacrificial anode equations, impressed current equations etc. For barriers you must say they prevent contact between metal and oxygen/water (ie oxidant/electrolyte) thus preventing corrosion. For scratched noble, scratched galvanised, sacrificial anodes explanations you MSUT say that a galvanic cell is established between them and the base metal. This was a DISCUSS question so you MUST mention disadvantages of all corrosion protection techniques as well as advantages. Eg stainless = expensive, paints (*even rustmaster) do not work if scratched and need maintenance, sacrificial anodes need replacing, impressed current needs electrolyte and constant power supply. Surface alloying more expensive than paint and cant protect deep scratches (and stainless surface can be attacked by Cl ions just like normal stainless steel). Replacement metals often too expensive for whole hull and/r inferior mechanical properties.

2006

diii) For cathodic protection you must specify that there is a voltage applied so that electrons are supplied to the structure (ie iron) to make it a cathode (of an electrolytic cell) thus preventing oxidation/corrosion. Also – the tower is NOT in an electrolyte thus sacrificial anodes and impressed current will not be the best choice. It would be ideal to describe a method suitable for the tower and one for the pylons.

2007

b) A lot of people misinterpreted this Q to just be about ‘factors that increase corrosion’ In this Q it as important to note that corrosion involves a redox reaction with the metal being oxidised and thus the warm, oxygen rich, salty water where ships travel is ideal for corrosion BUT because this question specified the choice of meals over time so this was a clue (“over time”) that it was about the history of shipping metals =  you need to mention the use if Cu in early ships, Fe Nails, Fe hulls, steel hulls, modern steel hulls with low impurities and  Mn, Si added etc. Then modern alloying  eg stainless and alloys that are used as fittings etc on ships (brass, bronze, Cu-Ni, Al) and sacrificial anode materials. ie for each development say their +/- focussing on marine factors – eg Cu biocidal against marine organisms but heavy/soft. Fe strong and easily shaped but rusted. Modern alloys corrosion resistant but $$ of softer then steel = used for specialised applications. One thing I strongly recommend focussing on – we know Fe has a problem with rust so we choose REACTIVE metals such as Mg / Zn to act as sacrificial anodes – this is ideal to discuss as these are i) metals (so answering the Q), ii) they overcome a limitation of steel in the marine environment, ii) you can use equation and talk about how the ocean provides the electrolyte etc.

2008

ai) As above for 2006 diii, you have to say that there is a galvanic cell setup between the Fe and sacrificial anode. And because it specified equations use the Zn oxidation equation and NB that any iron ions are reduced back to Fe on the surface (then put the Fe reduction equation), Note this set-up could not be impressed current as there is no external power supply.


2009

aii) You can talk about the aluminium passivating layer ‘coating’ but should focus on plastic and Sn coatings of steel, NB tin is unreactive and non-toxic, and will not corrode in acidic solutions (ie betroot) – but sets up a galvanic cell between itself and iron if scratched where Fe is the anode and thus rusts rapidly. Plastic is a barrier to oxygen and electrolyte contacting the steel when intact but when scratched…

b) When adding a Zn coating, the Zn corrodes slowly because it is passivating, but be careful saying ‘the steel is given a passivating layer’ because unlike stainless steel, the passivating layer forms on the Zn coating NOT on the steel itself. You need to say that galvanising provides a barrier to oxidant/electrolyte thus corrosion wont occur when intact AND must say that a galvanic cell is produced when the layer is scratched with Fe as the cathode of the galvanic cell thus cannot corrode

2011

di) The samples should have been washed and lightly sanded to remove any corrosion product that could affect the results. They could have been weighed. They should have been placed in separate samples in case the ions produced by their oxidation influenced the corrosion of the other samples. Ideally they would have the same size / shape and be stress free. Note: There will be no ‘sacrificial anode effects’ because the samples are not in electrical contact so there will be no galvanic acceleration/slowing of corrosion – HOWEVER  if Cu ions (for example) were produced they could cause metal displacement reactions with Fe, Zn etc

di) This is an ASSESS = INTRO (Define validity), PROS (same electrolyte, temperature & time for each) COMS = he samples were all different size, shape (and stress levels different) – uncontrolled variables means the validity is low (cannot be sure of alloy material or stress/size/shape influenced the result). Qualitative photographic method is not as accurate as quantitative methods. Thus validity low.

2012

e) Brain dump – must introduce corrosion, the history of boating from wood – wood/metal, iron, steel, modern steel (and composition). Then need to say advantages of steel to outweigh poor corrosion resistance because of protection systems that can be applied – replacements (for specific jobs) barriers, galvanised, cathodic protection. But because it is an EVALUATE – you needed to end with a judgement on ‘the continued use of steel’ ie Steel use is justified because of its superior strength, low cost and because its corrosion can be prevented with a range of protection systems’

Friday, 26 July 2013

9.6.2 HSC Q - Feedbak


2001

c) You needed to answer this Q. You should have described the effect of increasing C% but also said why Mn, Si & Cu are added to steel in small amounts. You should have detailed what the Cr, Ni and Mo are for in stainless steel and what the Ti (and Nb…etc) are used for in HSLA steel. Tis would be a very good Q to practise.

2003

aii) You must note the properties of the passivating layer on passivating metals. For active metals you must say that they react with air/water to corrode but their corrosion product is often porous and non-tightly bound (eg rust)  = NO BARRIER to further corrosion.

2005

bii) You would get metal displacement between Mg and Fe ions – detail reactions & explain why in terms of defining metal displacement and relating to Fe and Mg reactivity. Also – you would get rusting of the nail – there is no electrical contact between the Mg and Fe so no galvanic (sacrificial anode) cell can form – thus detail the rusting equations. This is a question to redo!

2008

b) If you start describing an experiment we didn’t do you risk accidentally missing something that a student who DID the experiment you described would not = putting you at a disadvantage. We put iron and stainless steel in test tubes of equal conc salt water, same temp, pressure …. We weighed before and after 20 days. Visually observed (first appearance of rust and final extent of rust – qualitative comparison) and weighed mass of samples once corrosion had been wiped off. Stainless = no corrosion or mass loss. Iron – lots of orange/brown corrosion and small mass loss. Was it reliable – NO – but you can still demonstrate your understanding of reliability by noting that and defining reliability OR you can say these values were compared to the results of the previous year of HSC Chemistry classes and were found to be consist.

2010

c) There was  bit of a fuss that year because despite the fact that the Q says they are steels, #3 is clearly cast iron. You should pick up on this (ie anything > 2.1wt%C is no longer steel) and specify its uses in gates/cookware/hotplates etc – hard strong good heat retention. You need to explain what happens to the properties of steel when C is increases (ie compare properties and applications of #1 and #2 – NB you should explain why corrosion rates increase in terms of cathode sites). For Steel #4 you need to explain what both the Cr and the Ni do.

9.6.1 HSC Q - Feedback


2004

b) You need to analyse the IMPACT – thus say that he studies electrolysis, made the laws and invented the terminology but also say how this impacted the knowledge/use of electrolysis – ie make a statement that it allowed electrolysis to be applied to industry, or that it allowed for greater ‘collaboration’ and communication between scientists which increased out understanding further…

2009

c) The flow chart arrows in the question are a clue that the scientists research is linked so you need to make the connections between them clear.

Galvani – animal electricity – Volta - disproved animal electricity with Voltaic pile – Davy – used voltaic pile for electrolysis – Faraday – devised the laws of electrolysis.

Key points to include (italics = optional)

Galvani – iron and brass in circuit touching nerve in frogs leg = jump = concluded jump caused by animal electricity from the muscle. Circuit produced was first recorded continuous current. Realised that metals were electrical conductors

Volta – made voltaic pile (describe) produced electricity sans-frog = disproved animal electricity. Proposed contact between metals as source of electricity. Realised current produced depended on the combination of metals (start of activity series). Voltaic pile = precursor to modern batteries and first reliable source of continuous current.

Davy – Used the voltaic pile to perform electrolysis of compounds – decomposed water and acids (ie water a compound, disproved Lavoisier), decompose molten salts to extract reactive metals (eg K) for the first time thus showed potential for electrolysis to be applied to scientific research and metal extraction for industry. Realised that electricity was decomposing compounds = breaking bonds = bonding must be electrical in nature. Realised it was reactions between electrode and electrolyte that were producing current in voltaic pile.

Faraday – Davy’s student/apprentice. Developed a device to measure charge passing through an electrolytic cell. Used this to devise the two laws of electrolysis (give). Quantitative laws meant electrolysis could be applied to scientific and industrial projects. Developed the terminology we use for electrochemistry (eg cation cathode, catholyte, electrolyte) allowed scientists to communicate/collaborate and further develop understanding of electrochemistry.

 

Thursday, 25 July 2013

Trial (& HSC) Study Tips


STRATEGY #1

Throughout the year you have been doing a huge amount of work on the HSC booklets.

I tried to do my part by writing comments to highlight any questions that contained tricks, needed a specific approach/strategy or were challenging for the class as a whole.

Now it is time to make those booklets, those comments and all that hard work to pay dividends.

This works for Pre-Trial and Pre-HSC.

It is a tried-and-tested Dr Burg approved method of study.
 
1) Get out all the HSC booklets from the year (even if you haven't done them, this is still a valuable exercise).

2) Get some paper (draw up 2 columns), a pen and 2 highlighters of different colour.

3)Start with one Focus-Area booklet (I'd start with 9.6.7 and work backwards to 9.2.1).

4) Click on the link to the comments - the links are at the bottom of this post below strategy 4.

5) Go through the HSC booklet and look at all the questions that I specifically made a comment on.

6) Read the question. See if you can remember the trick, the strategy, the problem or just the key things to say for this question. Check my comment - see if you have an "ahhh, that's right" moment.

7) If you remembered all the tricks, strategies, and are happy with that Q - move on.

8) If you thought to yourself "I know that topic pretty well, but I'd better check this again to remind myself those tricks" then highlight that question one colour. Also make a note of the Focus area, year and Q # in one column of your paper (“revise”).

9) If you thought to yourself "I really need to do this again" highlight this in the other colour and make a note (Focus area, year, Q#) in the second column (“redo”) on your paper. You can also do this for questions you got no/v.low marks for first-time around  if you wish.

10) Don't revise or redo the questions now, just keep working through the focus areas as above.

11) Once you have reached the end you will have a list of questions to revise and a list to redo.

12) In your Chemistry study time redo the "redo" questions – using whatever resources you need until you understand the concept/question. Then it can be shifted into the revise column.

13) At the end of study sessions (or for a pre-bedtime-routine) read over the "revise" questions.

14) Why this strategy can work:

a) It is thorough. All the important concepts have been covered in HSC questions so you are covering the course by looking at the questions.

b) It is study. By revising the questions and comments you are bringing all the strategies, concepts, tricks back into your short/medium term memory and strengthening their place in your long-term memory.

c) It is high-gain. By redoing the questions that trouble you, you are focussing the bulk of your time into the areas where you can make the biggest improvements.

 
STRATEGY #2

1) Focus-area by focus-area make a list of the things &/or questions that you DO NOT want to see in the Trial/HSC. I.e. you are making your own personal “HSC-paper-from-hell”.

2) Study those topics as though you *knew* that the list was the exact paper you were going to have to sit.

3) You have just negated your “HSC-paper-from-hell” and have turned your weaknesses into strengths.

 
STRATEGY/TIP #3

At the end of the Literacy/Numeracy assessment I noted to you all that there were a few questions that very few students submitted (Q4, Q7, Q9, Q11, Q14, Q17, Q19, Q21, Q23, Q24, Q26, Q27, Q37, Q38) At the time I remarked how I really need some extra assessment information on those topics and that it was lucky that there was an assessment exam coming up.
I found it interesting that when I marked the 9.4.2 and 9.4.3 HSC booklets that the students who had done the essays on the Haber process, impacts of the Haber process, AAS techniques, AAS trace elements and pollution wrote very good extended response answers on those topics. Make of this what you will, but I am still happy to check, correct and provide feedback on ½ page essays…


 
STRATEGY #4
This is really an ‘exam-room’ tip that I thought of when writing the 9.3.4 Feedback.

You need to get in the mindset (to be hyper-aware) that that you need to distinguish yourself. The only way to distinguish yourself is through what you write. No matter how much you know - if you don’t include detail, address the verb, define terms etc, there is no way of distinguishing you from someone who knows nothing. Ask yourself :

  • Could someone who was trying to ‘wing it’ write my answer?

  • What have I added that cannot be ‘winged’ that makes me stand out?


HSC FEEDBACK LINKS















9.4.5 – Water Analysis & Treatment



9.6.3 – Electrolysis



9.6.7 – Conservation & Restoration
 
Remember this - All it takes is "Just Work"!
 
 
 
And watch this before your study/exams etc - How could you not want to do well and dominate the state after watching this ?

 
 
 

9.4.3 HS Questions Feedback


THE BIG ADVICE:

You need to get in the mindset and be hyperaware that that you need to distinguish yourself. No matter how much you know if you don’t include detail, address the verb, define terms etc, there is no way of distinguishing you from someone who knows nothing. Ask yourself – could someone who was trying to ‘wing it’ write my answer? What have I added that cannot be ‘winged’ that makes me stand out?

2001

Q13) Note – Barium sulphate ppt forms almost immediately – waiting will not make more precipitate

26a) Make your data points stand out. Not just tiny dots (but not huge blobs either)

Q15) The solubility rules are very simple and we have used them since yr 11. I am disappointed that anyone got this question wrong. And considering that our flowchart test for lead is to add chloride ions those who put A and D really need t ask if they are taking ownership of their learning in this subject.

2002

Q24) If asked to assess the impact of AAS always give an illustrative example/case study. Also note that it was more accurate than previous methods and say ‘eg gravimetric analysis’ thus could determine previously unknown roles of trace elements. Also always define key terms in questions. In this Q you had to define ‘trace element’. – NB because lead has NO biological function it is NOT a trace element. Being an assess you should have also had a judgement.

2003

27b) DEFINE KEY TERMS – Reliability – repeat with consistent results – was it repeated?... THEN go on to talk about other errors – excess Ba added?, acid dissolution?, washed and dried?. EVALUATE NEEDS A JUDGEMENT! If you don’t talk about reliability/repetition and just talk about error you are assessing validity/accuracy. Also – sulfates will ppt in all pH’s, it is only carbonates and phosphates that don’t ppt at low pH – hence low pH is idea if you only want to ppt sulfates.

28) Use a ruler to draw ONE straight line of best fit. And USE your graph to calculate concentrations. The whole point of AAS is accuracy. You don’t buy and multi million S AAS machine, go through the process of making an accurate calibration curve and testing your samples only to use your eye and make a rough guess about he concentration “About 5ppm”… To prove it was Sewage you have to state what the Cd was upstream and downstream of it and somehow show it cant be from the industrial plant.

2004

20) This  is a critical Q testing your understanding of AAS. The light source contains the metal being tested to produce the exact wavelength of light that will be absorbed by the sample (to increase accuracy and NB% absorbance proportional to conc). The flame atomises the sample o the atoms CAN absorb those unique wavelengths of its absorption spectrum (remember element only absorb emit their unique spectra when atomised).

20b) Again – define validity and reliability. Is testing from one sample (even if it is tested 5 time) really a reliable way of analysing a whole industrial site? Did they calculate the absorbance in a valid manner? Is AS itself a valid and reliable and accurate technique?

20c) If you write NH3 for the phosphate test give yourself a facepalm then go back and check our flowchart an flowchart equations VERY carefully. IF you used Ba io ns for both phosphate and sulphate without distinguishing them give yourself a facepalm (other hand). The whole point of ppt tests is to be unambiguous you can have a white Ba ppt signifying both sulfate ad phosphate unless you sy that the phosphate dissolves in acid but the sulphate ppt does not.

2005

Q25b) A chemical test  = a precipitation test (AAS is a physical test as it involves no chemical reactions). And while Cl- is OK a better one would be to add I- as it gives the distinctive ‘canary yellow’ ppt.

Q25c) The statement said ‘concentrations’ so your answer should have given an example concentration. And you justify the need to monitor BY showing how bad it is if it is in the body – ie it needs to be monitored to avoid these problems.

2006

Q25) You had to make estimates of concentration from the graph AND concentrations need units – ie ppm! Also – don’t say ‘approximately’ unless you know the data is very unreliable– it is AAS data – ay your results with conviction!

Q26b) To explain the order you should also say what would happen if the correct order was not used eg add Ag first and get a white ppt which could mean….?

2007

Q14) When electrons ‘fall back’ they EMIT light not absorb light and this is absorption spectroscopy. The light is NOT white light, it is the light from the spectral lamp.

17a) No matter how far you are through the course ALWAYS use the cross method to make sure your ionic formulae are correct. States DO matter. If they are solutions the reactants must be aqueous. In a one mark ‘write the equation’ question you will get ZERO if one state is wrong.

19b) Not much working was shown for this Q – very suspicious. If not showing mathematical working you need to show your explanation – ie X mg/L but the tablet was only in 100ml. Thus the mass would have been 1/10th this value = 0.X mg in the tablet.

2009

Q24) This was a big Q for 5 marks, You needed to briefly intro the fact the elements have unique spectra, you needed to BRIEFLY outline the AAS process lamp, furnace, monochromator, detector, (WITH A DIAGRAM) CRITICAL to note that the % of light absorbed is proportional to conc. outline the calibration curve  then ID the fact that it is accurate then give an example of environmental monitoring – and NB the trace element ones are OK for environmental monitoring but ‘environmental monitoring’ in the HSC context usually means pollution – ie lead. If I was doing the HSC this is one of those Q that I would practise a few times as it covers the whole range of AAs concepts in one question.

2010

29a) Broken record time – DEFINE VALIDITY FIRST. All the SULFATE in the fertiliser was dissolved (NB they filter out the solids before adding Ba so clearly not all the fertilizer dissolved – but we only care that the sulphate dissolved). All the sulphate was ppt by excess Ba ions. All the ppt remained in the filter paper. The ppt and paper was fully rinsed. The ppt and paper was dried to constant mass. That no carbonate or phosphate ppts formed with Ba. Also – regardless of *that* years marking scheme – for three marks they could expect three validity issues.

2012

Q32) This is an excellent test of your data analysis and calculations skills. A LOT of solutions matched the Success One book very closely. THIS IS FINE as long as you are learning. This is another question that I would come back to a number o times to make sure I understood how to answer this type of question. Ie come back to it and try again without looking at your previous answer.

Wednesday, 24 July 2013

9.4.2 HSC Q Feedback

2001

Q9) Hmm a bad start. LCP ONLY relates to “position of equilibrium” ie the %conversion of reactants into products (ie yield). LCP DOES NOT EXPLAIN RATES OF REACTION. Rate of reaction is explained by referring to EA – the greater the proportion of particles with E > EA the greater the rate.

Q10) Look carefully. The second reaction is NOT equilibrium. It goes to completion regardless of what chemicals are added. Adding sodium sulfate will not changethe reactions (ie LCP does not apply). Also –sodium sulphate is a neutral salt. It will not change the acidity of the solution

Q24a) Ammonia is used as a cleaning agent and as a fertilizer (and was used as a refrigerant). Ammonia is used to make urea/fertilizer. Ammonia is used to make nitric acid which in turn is used to make explosives. This is picky but:

·        Nitric acid is not used IN explosives

·        Ammonia is not used IN explosives

·        Technically Ammonia is not used to make explosives

·        Nitric acid is used to manufacture explosives

Q24c) The most logical way to approach all Haber Q is to (once the equation and LCP etc definitions are done) is i) high P (for high yield AND rate), but P limits, ii) High temp for high rate (explain with EA), iii) Low temp for high yield(LCP) , iv) Compromise needed aided by a CATALYST (always mention!), v) Catalyst temp monitored, vi) Then condensing, recycling, gs monitoring (3:1 and O2, CO). This questions was asking you to go through i-iv

2002

Q14) Don’t forget that higher temperatures decrease yield (lower conc of NH3 at equilibrium) but increase rate (equilibrium conc reached sooner = steeper line at thestart).

2003

Q29) This is exactly the same as 2001 Q24c) above but you need to go i-vi including LCP and EA et all the way. It is important to note that

·        You CANNOT answer a Haber/LCP question without an equation. You SHOULD NOT answer any 3+ mark question without writing an equation.

·        high pressure will NOT ‘cause an explosion in the reaction vessel’. An explosion in the vessel would mean that a rapid exothermic reaction initiated (an explosion). Instead high pressure can burst/rupture the reaction vessel.

·        LCP DOES NOT explain rates of reaction

·        ALWAYS name the catalyst as iron, iron oxide or magnetite

·        Remember that the gas stream must be monitored for 1:3 N2:H2 ratio, O2 and CO

·        It is an EVALUTE – thus you need to conclude with a judgement – is it important to monitor….

2005

Q27b) Decreasing volume of the vessel increases the pressure on gases = increases concentration of gases. Each gas conc must jump by the same PERCENTAGE. So if hydrogen conc increases by half its value (1/2H on the pic below), then nitrogen and ammonia must jump by half their original value.
Once the equilibrium shifts, each gas must change according to their mole ratio in the equation Ie for every 1x change in mitogen there will be a 2x change in ammonia and 3x change in hydrogen.

When the Q asks you to explain CHANGES you need to explain ALL the changes ie why the initial spike of all three (increase P = increase conc.), why did ammonia rise and N and H fall (LCP) an why did they come back to  point where their conc. does not change (LCP, ie new equilibrium established).



2006

Q23b) Explain means ‘give reasons’, specifically ‘give chemical reasons’ – so you must use LCP to explain what happens to the OCl- ions, the position of equilibrium, the OH- conc. and thus what happens to the pH
Q24a) THE HABER PROCESS IS AN EQUILIBRIUM REACTION!!!!!!!!!!

Q24b) You should know that Germany was sourcing their nitrates from South America. You should note that the ammonia from the Haber process can be used to manufacture nitrates. Thus, it is important that you mention that ammonia is a raw material for the production of explosives and fertilizers. Also note that it did prolong the war (but not wi it for Germany = lots of death = bad) but in the immediate post war era the fertiizers allowed for increased nutrition and increase in would population.
2008

Q7) This is a strange one. But if you apply your Sherlock Holmes style multiple choice reasoning “When you have eliminated the impossible, whatever remains, however improbable must be the truth” We KNOW that catalysts do not effect equilibrium so it must be B-D, but which of those two are wrong?...

Q23) Again i) Increasing Pressure DOES increase rate of reaction (it increases the concentration of particles with E > EA thus leads to more successful collisions), ii) Even if the Q only said T and P, the fact that a magnetite CATALYST is used allows the temperature compromise – relatively low temp to keep yield acceptable while maintaining a high rate.
2009

Q23) Don’t forget that LCP states that if the conditions of equilibrium are changed the reaction shifts to counteract the change AND A NEW EQUILIBRIUM IS ESTABLISHED. Thus it is vital that you note a new equilibrium is established after each change (ie at 8, 12 and 16 min).The change at 14mi is a increase in volume (decrease in pressure). The drop in all their concentrations just reflects their sudden drop in concentration. THEN the LCP applies showing a small shift to the right before new equilibrium at 16 min.
2010

Q9) this was an interesting Q – just like Sherlock you have to go through each possibility and eliminate the impossible
Q18) This linked LCP and BL acid theory – i) to increase chromate conc do you want to add acid or base and then – which salt do you add?

2011
Q30) This reaction was supposed to be one you have never seen before. You need to apply your understanding of LCP and industrial chemistry (from the Haber topic) to solve it. Some tips: i) look at each equation separately as they are separate steps so each can be done under different conditions, ii) The first reaction, the900oC says that it must be done at 900oC (suggesting a very high activation energy) – so you have no choice on temperature – but what canyou do to pressure, removal of species?, ii) This is just like Haber – don’t forget to consider T, P and catalyst, removal? (but don’t have to know which catalyst), iii) what is different about this reaction. What is the one thing we have to maximise?

2012
Q16) Just like in2005Q27b) you have to be very careful with the relative size of changes in equilibrium graphs. These relative sizes relate to the mole ratio and thus you can determine which species is which.

 Q24) You had to go a couple of steps deep here. i) ammonia to urea/fertilizer to greater crop production nutrition and growth of world population. Ii) ammonia to nitric acid to explosives – used in mining and construction industries allowing for building projects and supplying raw materials for industries/modern world.

Tuesday, 23 July 2013

9.3.5 HSC Q Feedback


#1 Thing = ESTERIFICATION IS AN EQUILIBRIUM REACTION!!!!!!

#2 Thing = ESTERIFICATION IS A CONDENSATION REACTION!!!!!

#3 Thing = We made pentyl ethanoate – we used pentan-1-ol and ethanoic acid. The product smelled like banana. Please use this example rather than examples from other peoples notes, other books etc. NB if you choose an ester that ‘cannot’ be made in school it will be marked incorrect.

#4 Thing = Refluxing is heating with a vertical condenser. When justifying the need to reflux you MUST say i) why heating the esterification reactionis needed(to increase rate of reaction and also increase yield) and ii) why the vertical condenser is needed (to prevent escape of volatile ester).

2001

Q22) Justify means give reasons for the steps you took. So don’t just recount a method. Say what each thing was done – ie why heated, why reflux, why a catalyst.

You need a logical flow for esterification Q. 1) eqn and NB slow and low yield, 2) heat – explain why it increases yield (via LC) and rate (via EA), 3) NB problem with evaporation loss of ester (low bpt) 4) = describe refluxing = heat to high temp without loss of ester, 5) explain use of conc. Sulfuric aid (rate and yield!), 6) any other factors – anti-bumping, no naked flame, etc

NB the refluxing DOES NOT STOP evaporation. It just condenses the evaporated chemicals. Ie  It stops loss of ester due to evaporation.

 

2003

Q21b) Make sure your arrows actually touch the thing you are labelling or it will be considered an ‘incorrect guess’

Q21c) You have to say why the esterification needs to be heated, you have to say why the ester would be lost and how the reflux prevents this – but look at the marks(2) – ie simple to the point statements:

*Esterification needs to be heated to…rate (and yield as…)

* However esters are volatile because…and would escape…

*Refluxing (heating with…) allows the reaction to be heated without LOSS of volatile ester (ie the ester condenses back into the reaction flask). NB it is NOT so the ester doesn’t catch alight!

Q25) There are four trends on the graph i) alkanoic aids > alkanols, ii) alkanols > alkanes, iii) all bpt increase as MW increases, iv) bpt differences decrase as MW increases. You need to explain all four trends in terms of intermolecular bonds. Hints: alkanoic acids can form 2 hydrogen bonds per molecule, alkanols only 1, alkanes only form WDB. Increasing size of molecules increases the energy for them to vibrate and increases WDB. As alkanols and alkanoic acids become longer their polar functional groups become less significant.

2005

Q20) Balance your equations correctly. Identify conditions for each reaction – (eg what condition are required for fermentation, why is heating needed for esterification and why does this make refluxing necessary). Esterification is AN EQUILIBRIUM!!. Esterification is NOT an aqueous reaction. All reactants and products are liquids (no water added and sulfuric acid is a dehydrating agent). Actually say what distillation involves (at the very least say heating and separation by boiling point).

2007

Q23) If you are asked to draw products, draw the products only. If you draw the products and reactants 1) you are wasting valuable time, 2) You are telling the examiner that you don’t know the difference between reactants and products, and that’s just silly!

2009

Q16) I can’t believe that after all our work on esterification in class, experiment #17  and this far into the 9.3.5 HSC booklet that people are forgetting to say “reflux’ when describing the esterification procedure. Name the reactants (and the products) – be specific, show that you have actually done the experiment and actually know the names of the reactants and products in your experiment. Name the catalyst, identify the equipment by name (and / or a diagram). Say it is refluxed (ie heated with a vertical condenser). NO FLAMES – I don’t know what source a lot of you are getting this phrase “heat over a steady flame for 30min” from but stop – it’s rubbish. Safety – 18M sulfuric is being used – toxic, highly corrosive (ie goodbye skin and eyes) – so what are the most critical safety precautions?

2010

Q22c) – see 2007 Q23. They wanted see if students were still going to fall for the trap of drawing everything. Also – while there is propan-1-ol and butan-1-ol etc, there is ONLY methanol and ethanol (no 1’s) as there is only one isomer. Also prop is not easy to remember but surely you et that pent means five – so really that should be a clue that prop can’t be five….

2012

Q31c) Hydrogen bonds are responsible for giving alkanols a high boiling point compared to alkanes and esters. But the graph showed bpt vs MW. What makes propanol have a higher bpt than ethanol? It can’t be hydrogen bonding as they both have one hydrogen bond per molecule. It must be because as the MW (chain length) increases the…..increases.