2C.3: Calculate G using multiple combinations and rearrangements of stepwise equations. 2D: Calculate G using G = -RTlnK 3D: Use principle to make qualitative Le Chatelier’s predictions for systems in which coupled reactions that share a common intermediate drive formation of a product. (5.16) 3E: Make quantitative predictions for systems involving 2E: Define coupled reactions. coupled reactions that share a common intermediate, based on the equilibrium constant for the combined reaction. (5.17) 3F: Express the equilibrium constant in terms of Go and RT and use this relationship to estimate the magnitude of K and, 2F: Relate K to Gibbs' Free Energy (triangle G). consequently, the thermodynamic favorability of the process. (6.25) 3G: Explain why a thermodynamically favored chemical reaction may not produce large amounts of product or why a thermodynamically unfavored chemical reaction can produce 2G.1: Identify conditions that must be considered when large amounts of product for certain sets of initial conditions. enthalpy and entropy and Free Energy are Gibbs’ (5.18) thermodynamically favorable. 2G.2: Identify conditions that must be considered when enthalpy, entropy and Gibbs Free Energy are not thermodynamically favorable. 3H: Analyze the enthalpic and entropic changes associated with the dissolution of a salt, using particulate level interactions and representations. (6.24) 2H: Identify and define a salt, dissolution, particulate level interactions. 3I: Make qualitative or quantitative predictions about galvanic or electrolytic reactions based on half-cell reactions and potentials and/or Law (3.12) Faraday’s 2I.1: Define: electrochemistry, electrochemical cells, voltaic (galvanic) cells, electrolytic cells, cathode, anode, salt bridge, cell potential, electron flow, Law, Faraday’s current, reduction potential 2I.2: Describe the function of the salt bridge. Diagram movement of ions in the salt bridge. 3J: Analyze data regarding galvanic or electrolytic cells to identify properties of the underlying redox reactions (3.13)
3D: Use Le Chatelier’s principle to make qualitative predictions for systems in which coupled reactions that share a common intermediate drive formation of a product. (5.16) 3E: Make quantitative predictions for systems involving coupled reactions that share a common intermediate, based on the equilibrium constant for the combined reaction. (5.17) 3F: Express the equilibrium constant in terms of Go and RT and use this relationship to estimate the magnitude of K and, consequently, the thermodynamic favorability of the process. (6.25) 3G: Explain why a thermodynamically favored chemical reaction may not produce large amounts of product or why a thermodynamically unfavored chemical reaction can produce large amounts of product for certain sets of initial conditions. (5.18) 3H: Analyze the enthalpic and entropic changes associated with the dissolution of a salt, using particulate level interactions and representations. (6.24) 3I: Make qualitative or quantitative predictions about galvanic or electrolytic reactions based on half-cell reactions and potentials and/or Faraday’s Law (3.12) 3J: Analyze data regarding galvanic or electrolytic cells to identify properties of the underlying redox reactions (3.13) 2C.3: Calculate G using multiple combinations and rearrangements of stepwise equations. 2D: Calculate G using G = -RTlnK 2E: Define coupled reactions. 2F: Relate K to Gibbs' Free Energy (triangle G). 2G.1: Identify conditions that must be considered when enthalpy and entropy and Gibbs’ Free Energy are thermodynamically favorable. 2G.2: Identify conditions that must be considered when enthalpy, entropy and Gibbs Free Energy are not thermodynamically favorable. 2H: Identify and define a salt, dissolution, particulate level interactions. 2I.1: Define: electrochemistry, electrochemical cells, voltaic (galvanic) cells, electrolytic cells, cathode, anode, salt bridge, cell potential, electron flow, Faraday’s Law, current, reduction potential 2I.2: Describe the function of the salt bridge. Diagram movement of ions in the salt bridge.
18-19_ap_chemistry_curriculum_guide.docx