Motion of Ions in Solution under the Influence of an Electric Field: Microscopic versus Macroscopic View

IF 2.9 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Andrea Usenik, Nikola Kallay and Vladislav Tomišić*, 
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Abstract

The estimation of physical quantities related to the migration of ions and colloid particles in solution under the influence of an electric field is proposed to be introduced in the undergraduate physical chemistry courses, as well as higher level courses comprising physical electrochemistry. The time required for different charged species (ions, micelles, solid colloid particles) to reach the terminal, drift velocity, and the distance the species moves in that time are estimated in a simple way based on the macroscopic point of view. A relationship between these quantities and some conductance phenomena is pointed out. The macroscopic and microscopic views on the motion of ions in solution are compared and discussed. It is clearly shown that a macroscopic approach cannot be applied to the motion of ions on the microscopic level and can lead to senseless results. A strategy based on calculating and discussing the mentioned quantities, as well as visualization of ionic motion by an appropriate simulation, is suggested to be applied in teaching of conductivity of electrolyte solutions and transport phenomena in general. The implementation of the proposed topic in teaching process, students’ learning activities, and achieved outcomes are outlined as well.

Abstract Image

电场影响下溶液中的离子运动:微观与宏观
建议在物理化学本科课程以及包含物理电化学的高年级课程中引入与电场影响下溶液中离子和胶体粒子迁移有关的物理量估算。从宏观角度出发,用简单的方法估算了不同带电物种(离子、胶束、固体胶体粒子)到达终点所需的时间、漂移速度以及在这段时间内物种移动的距离。并指出了这些量与某些传导现象之间的关系。对溶液中离子运动的宏观和微观观点进行了比较和讨论。研究清楚地表明,宏观方法无法应用于微观层面的离子运动,并可能导致毫无意义的结果。建议在电解质溶液的电导率和一般输运现象的教学中采用一种基于计算和讨论上述量以及通过适当模拟使离子运动可视化的策略。此外,还概述了拟议主题在教学过程中的实施情况、学生的学习活动和取得的成果。
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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
期刊介绍: The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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