Symbolization process 230 reaction

Like the reaction of tert butyl alcohol with hydrogen chloride step 2 m which tert butyloxonium ion dissociates to (CH3)3C and water is rate determining Because the rate determining step is ummolecular the overall dehydration process is referred to as a ummolecular elimination and given the symbol El... 

Symbols used as subscripts to denote a chemical reaction or process ... 

Classify the following reactions as electrocyclizations, sigmatropic rearrangements, cycloadditions, etc., and give the correct symbolism for the electrons involved in each concerted process. Some of the reactions proceed by two sequential processes. 

ZnO contauns excess metal which is accommodated interstitially, i.e. at positions in the lattice which are unoccupied in the perfect crystal. The process by which ZnO in oxygen gas acquires excess metal may be pictured as follows. The outer layers of the crystal are removed, oxygen is evolved, and zinc atoms go into interstitial positions in the oxide. We represent interstitial zinc by (ZnO). However, the interstitial zinc atoms may ionise to give (Zn O) or even (Zn O). The extra electrons produced in this way must occupy electron levels which would be vacant in the perfect crystal. We represent them by the symbol (eo), and refer to them as free electrons. They can be pictured as Zn ions at normal cation sites. We see therefore that three reactions can be written, each giving non-stoichiometric ZnO ... 

So far in this chapter our discussion has focused on thermochemistry, the study of the heat effects in chemical reactions. Thermochemistry is a branch of thermodynamics, which deals with all kinds of energy effects in all kinds of processes. Thermodynamics distinguishes between two types of energy. One of these is heat (q) the other is work, represented by the symbol w. The thermodynamic definition of work is quite different from its colloquial meaning. Quite simply, work includes all forms of energy except heat. 

The growth of a child, the production of polymers from petroleum, and the digestion of food are all the outcome of chemical reactions, processes by which one or more substances are converted into other substances. This type of process is a chemical change. The starting materials are called the reactants and the substances formed are called the products. The chemicals available in a laboratory are called reagents. In this section, we see how to use the symbolic language of chemistry to describe chemical reactions. 

Consider the examples of some of the forms of chemical equations (and related representations) met in school and college (i.e. middle and senior high school) science and chemistiy classes that are shown in Table 4.1. For the purposes of this chapter half-equations (Example 11) and symbolic representations of processes such as ionisation (Example 10) will be included under the generic heading of chemical equations . Table 4.1 does not include examples of chemical reactions and reaction schemes that include stmctural formulae, as are commonly nsed in organic chemistiy. 

Each side of a chemical equation may comprise several terms, usually separated by the + symbol. This indicates that what is present before and/or after the reaction or other process is best considered as comprising several discrete components. For a chemical equation representing a reaction, the different terms represent the chemical substances involved in the reaction, i.e.,... 

Most of the examples of chemical equations presented in Table 4.1 include an arrow ( ) symbol. This implies a direction to the chemical change represented this is a process of reactant(s) becoming produces). However, sometimes students meet reactions where an equality sign (=) or a double-headed arrow symbol is... 

This diagram may appear trivial to the expert chemist but for a novice it contains much information about the chemical reaction at both the sub-micro and symbolic levels presented in multiple representational formats. Unless teachers are explicit in their use of these representations it is umealistic to assume that students would develop the same ability to choose an appropriate representation for a given process. It is possible that students can use and understand the representations without being able to see how they are related. Several authors (Hinton and Nakhleh, 1999 Kozma and Russell, 1997 Nurrenbem and Pickering, 1987) suggest that students are made aware of all three levels of representations and given opportunities to use them in solving problems. 

Some tasks in the Test of Gained Knowledge required students to connect observations about the macro course of chemical reactions with their notations in the submicro and/or symbolic types of representation. The results indicate that most students were able to rearticulate the information about reactants and products of a chemical reaction from the textual description of chemical reaction into the form of word chemical equation (textual description of macros word equation of macro Task 8.2, f(o/ )=89.82% Task 9.1, f(o/ )=87.61%). This action corresponds to the first step in learning to write down chemical equation in the LON approach. It can easily be explained, because teachers described the learning process to be very efficient to this point, as is illustrated below ... 

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