Applications in Chemistry and Concept of Chemical Drive

Comparing analogous substances shows best how the level of the chemical potential affects their properties. Here are three examples  

The gas CO2 with its strraigly negative value is stable and spontaneously produced from carbon and oxygen, i.e., carbon is combustible. NO2 with positive /t is not formed spontaneously from N2 and O2, but is so stable that it is not dangerous to handle. Finally, CIO2 has an even higher chemical potential and is extremely explosive. 

Altuninum and iron combine with oxygen to form their stable oxides, while solid AU2O3 must be handled carefully so that no oxygen separates from it. 

The category of metal sulhdes also contains similarly composed substances that are appropriate for comparison  

The sequence deduced in Sect. 4.1 from the violence of the reactions of formation actually runs parallel with the values of the chemical potentials. However, be careful A vague characteristic such as the violence of reaction that is dependent upon different factors can only be considered evidence under comparable conditions. 

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In these examples, for both the middle-school curriculum which is aimed for all students and the post-compulsory which is oriented toward advanced and chemistry majors, the relevance of what is being taught is a central curriculum organiser. It drives the learning of the chemical concepts and processes. Unlike traditional chemistry curricula in which the relevance of chemical knowledge for any application was left to the end of every chapter (if mentioned at all), not all teachers discussed it with their students, and it was not considered as an integral part of the formal syllabus and was not part of what was assessed in formal assessment. 

A discussion of the chemical drive of solvation and hydration processes, respectively, leads to the introduction of the basic concept of electrolytic dissociation, the disintegration of a substance in solution into mobile ions. Subsequently, we learn about the migration of these ions along an electric potential gradient as a special case of spreading of substances in space. The ionic mobilities provide a link to conductance and the related quantities conductivity as well as molar and ionic conductivity. For determining the conductivity of ions experimentally, the introduction of the term transport number which indicates the different contribution of ions to the electric current in electrolytes is very useful. In the last section, the technique for measuring conductivities is presented as well as its application in analytical chemistry where conductometric titration is a routine method. 

Motion is explained by the Newtonian concept of force, but what is the driving force for chemical change Why do chemical reactions occur, and why do they stop at certain points Chemists called the force that caused chemical reactions affinity, but it lacked a clear definition. For the chemists who sought quantitative laws, a definition of affinity, as precise as Newton s definition of mechanical force, was a fundamental problem. In fact, this centuries-old concept had different interpretations at different times. It was through the work of the thermochemists and the application of the principles of thermodynamics as developed by the physicists, notes the chemistry historian Henry M. Leicester, that a quantitative evaluation of affinity forces was finally obtained [1, p. 203]. The thermodynamic formulation of affinity as we know it today is due to Theophile De Bonder (1872-1957), the founder of the Belgian school of thermodynamics. 

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