12-04 · Week 13
Practice paper 3: soft matter, kinetics, surfaces and MOFs (Lectures 26 to 39)
Ten short-answer questions covering Lectures 26 to 39, each with a plain-words working, a model answer and links to the pages that teach every point.
- Answer short-answer questions on soft matter, nematics, diffusion, kinetics, surfaces, adsorption and MOFs in the lecturer's style.
- Use the given equation or table from the lecture and show the reasoning in one causal sentence per mark.
- Trace every point in an answer back to the topic page that teaches it.
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Intuition
This is a full practice paper for Lectures 26 to 39. Cover the working and the answer, write your own short answer first, then compare. Marking is by ideas: each mark is one point with its reason.
Practice question written for this site, not from the lecturer. Every question on this page is one. The only real lecturer questions are SA1 to SA5, on the Lecture 39 practice questions page. The style copies them: short answers worth 2 to 8 marks, parts (i), (ii), (iii), answers that give one reason per mark and use the equation or table from the lecture. The model answers here are written for this site and are not the lecturer’s. The slides do not state the final exam format, so the page makes no claim about it. The paper is 10 questions, 64 marks. Calculations use only numbers and constants from the lectures.
Each question has a plain-words working with links, then a model answer, then a “Where this is taught” list so you can check every point.
Q1: thermal energy, random walks and diffusion (7 marks)
Practice question written for this site, not from the lecturer. Lectures 26 and 29.
Q1: At 25 °C, is about 2.5 kJ/mol.
(i) The C–C bond energy is 348 kJ/mol and the energy to twist about a C–C bond is about 12 kJ/mol. Use these numbers to explain why a polymer chain can bend and twist at room temperature but does not break. (2 marks)
(ii) One pair of states differs in energy by and another pair by . Give for each and say what the difference tells you. (2 marks)
(iii) Many particles each take random steps. State how the average of changes with time, say which way the net flow goes according to Fick’s first law, and say what Fick’s second law predicts at a local maximum of concentration. (3 marks)
Show answer
Working, in plain words. Heat can only do things that cost about or less. Bond breaking costs 140 times that, so it never happens by heat alone. Twisting costs a few times , so heat can do it. For (ii) you do not calculate, you read the lecture’s table of . For (iii), one walker is unpredictable, but a crowd spreads out in a steady way, always from crowded to empty.
Model answer.
(i) kJ/mol, so a C–C bond (348 kJ/mol) is far above and almost no molecule ever has enough thermal energy to break one. A twist (about 12 kJ/mol) is only a few , so heat can supply it and the chain bends and twists.
(ii) Using and the lecture table: gives and gives . At the upper state is almost as full as the lower one, so heat easily moves molecules between them. At almost none are excited, so heat cannot change anything.
(iii) The average of stays near 0 but the average of rises roughly linearly with time. Fick’s first law, , has a minus sign, so the net flux runs down the gradient, from high to low concentration, even though every step is random. Fick’s second law, , says a local maximum has falling concentration (it drains) and a local minimum rises, so bumps flatten.
Where this is taught.
- Bond, twist and numbers, and the table: soft matter and thermal energy.
- Average of against , flux direction, both Fick laws: random walks and diffusion.
Q2: order parameter and Onsager’s argument (7 marks)
Practice question written for this site, not from the lecturer. Lecture 27.
Q2: A suspension of hard rods of length and diameter forms a nematic phase at high concentration.
(i) The order parameter is . Give the value of for perfect alignment and for an isotropic liquid, and say what happens to when a nematic is heated through the transition to the isotropic phase. (2 marks)
(ii) The rods have no attraction. Explain why they line up at high concentration. (3 marks)
(iii) Onsager’s theory says the nematic is stable above a concentration of . A second suspension uses rods of the same but twice the length. By what factor does that concentration change? (2 marks)
Show answer
Working, in plain words. Picture a crowded box of pencils. Tipped at random they jam each other. Lined up they leave each pencil a bit of room to slide about. Room to move is entropy, so lining up can win without any attraction. For (iii) just put in place of and see what happens to the number.
Model answer.
(i) for perfect alignment and for isotropic. On heating falls, then drops suddenly to 0 at the transition. This is a first-order transition.
(ii) Hard rods have no interactions, so and the free energy is just , so the stable phase is the one with the most entropy. Isotropic rods exclude about of volume from each other, but aligned rods exclude only about (about 4 times a rod’s volume). At high concentration the aligned phase gains more translational entropy than it loses in orientational entropy, so the nematic is stable.
(iii) The boundary is . With the denominator becomes , so the concentration becomes . It falls by a factor of 4. Longer rods need a four times lower concentration to go nematic.
Where this is taught.
- , its end values, first-order transition, so maximise entropy: order parameter and hard particles.
- Excluded volume against , the entropy trade, the boundary: excluded volume and Onsager theory.
Q3: nematic phases, light and fields (5 marks)
Practice question written for this site, not from the lecturer. Lectures 26 and 28.
Q3: (i) List, in order, the phases a rod-like mesogen passes through on heating from crystal to isotropic liquid. (1 mark)
(ii) Explain the origin of birefringence in an aligned achiral phase, and why textures seen between crossed polarisers are so colourful. (2 marks)
(iii) A nematic cell sits between a polariser and an analyser. Describe what a voltage across the cell does and why the transmitted light changes. (2 marks)
Show answer
Working, in plain words. Light shakes in a direction. Aligned rods hold electrons back more along the rod than across it, so the two shake-directions of light run at different speeds. A voltage twists the rods round like compass needles, and that changes what the analyser sees.
Model answer.
(i) Crystal, SmC, SmA, N (nematic), isotropic.
(ii) In an achiral aligned phase the electrons respond differently to light polarised across and along the molecules, so the two components travel at different speeds and drift out of phase. That is birefringence. The size of the drift depends on wavelength, so different colours go out of phase by different amounts, which is why the textures are colourful.
(iii) The charge distribution or polarisability of the molecules means the field turns the rods along . With the voltage off, surface patterns set the alignment and light passes. With the voltage on, the new alignment means the analyser passes no light, so the pixel goes dark.
Where this is taught.
- Heating sequence: self-organisation and mesophases.
- Birefringence, colour, field switching: nematics, light and fields.
Q4: rate laws, diffusion-controlled reactions and catalysts (7 marks)
Practice question written for this site, not from the lecturer. Lecture 30.
Q4: (i) For A → products, a plot of against is a straight line. State the order, what the gradient gives, and whether the half-life depends on . (2 marks)
(ii) A different reaction gives a straight line for against . If its starting concentration is doubled, what happens to the half-life? (1 mark)
(iii) A reaction in solution happens every time an orange molecule touches a green one. Which two quantities set the rate coefficient, and what is the rate law? (2 marks)
(iv) Explain why a catalyst raises the rate coefficient but does not change where the reaction ends up. (2 marks)
Show answer
Working, in plain words. Each order has its own straight-line plot, so the plot tells you the order. For (iii) the only slow part is the meeting, so how fast and how big the partners are is all that matters. For (iv), a catalyst lowers the hill, it does not move the valleys.
Model answer.
(i) First order. The gradient is . The half-life is , which does not depend on .
(ii) The line means second order, . Doubling halves the half-life.
(iii) The rate coefficient is . It depends on the diffusion coefficients of the partners and on the distance at which they touch. The rate law is second order, .
(iv) , so lowering puts more molecules at the transition state, and the rate coefficient rises. The products end at the same Gibbs free energy, so only the barrier has changed.
Where this is taught.
- Straight-line plots, half-lives, diffusion-controlled and rate law: rate laws and diffusion-controlled reactions.
- , the barrier and catalysts: Arrhenius, transition states and catalysis.
Q5: mechanisms and detailed balance (5 marks)
Practice question written for this site, not from the lecturer. Lecture 31.
Q5: (i) The rate law of H₂ + Br₂ → 2HBr is not simply . Why can you not read a rate law from a balanced equation, and what do you need instead? Give the rate law of an elementary step A + B → C. (3 marks)
(ii) The reaction goes in three steps: , and . Use detailed balance to relate to the rate coefficients and say what happens to the intermediates. (2 marks)
Show answer
Working, in plain words. A balanced equation is the finished dish, the mechanism is the recipe. At equilibrium every single step balances on its own. Write each step’s ratio , multiply the three, and watch the middle species cancel.
Model answer.
(i) A balanced equation only gives the amounts of reactants and products, not how fast they react. The rate law needs the mechanism, which is the series of elementary steps. For an elementary step A + B → C the order equals the molecularity, so , second order.
(ii) At equilibrium each step’s forward and backward rates are equal, so , and equal the concentration ratios of each step. Multiplying them gives The intermediates and each appear once on top and once on the bottom, so they cancel.
Where this is taught. Elementary steps and mechanisms covers the balanced-equation point, the elementary rate laws and the whole detailed-balance working.
Q6: surface tension and wetting (7 marks)
Practice question written for this site, not from the lecturer. Lectures 32 and 33.
Q6: (i) A cube of side 1 cm is split into cubes of side 10 nm. By what factor does the total surface area change, and why does this matter in nanoscience? (2 marks)
(ii) Ethyl ether has mN/m and a boiling point of 34.5 °C. Water has mN/m and a boiling point of 100 °C. Explain the link between the two columns. (2 marks)
(iii) Water spreads into a thin film on clean glass but forms a drop on PTFE. Use the spreading parameter and the Young-Dupre equation to explain both. (3 marks)
Show answer
Working, in plain words. Surface molecules have lost neighbours, so more surface costs energy. For (iii), ask whether covering the solid with liquid lowers or raises the energy.
Model answer.
(i) The area goes from () to , a factor of . At that size most of the material is at a surface, so surface effects and intermolecular forces dominate.
(ii) A surface molecule has lost neighbours, so making surface costs energy, and the cost is bigger when the intermolecular forces are stronger. Stronger forces also mean a higher boiling point. So water has both the higher and the higher boiling point.
(iii) Glass is a high-energy surface, so covering it with liquid lowers the energy and water spreads into a film (, at the boundary). PTFE is a low-energy surface, so covering it would raise the energy: , which means partial wetting. Young-Dupre gives , which is zero or negative for any drop with an angle, so water on PTFE forms a drop with well above 0.
Where this is taught.
- Area worked example, why surface costs energy, the table of and boiling points: surface tension and surface energy.
- , high and low energy surfaces, Young-Dupre: wetting, contact angle and Wilhelmy.
Q7: friction and adhesion (5 marks)
Practice question written for this site, not from the lecturer. Lecture 34.
Q7: (i) Friction is proportional to load but independent of the apparent area of contact. Explain this using the two sources of friction. (3 marks)
(ii) Give the thermodynamic expression for the work of adhesion between A and B, and give one reason real joints fail below it. (2 marks)
Show answer
Working, in plain words. Two rough solids touch only at their peaks. Only those real contact spots matter, not the size of the visible patch.
Model answer.
(i) The two sources are adhesion at the real contact points and ploughing or deformation. The adhesive force is , with the real contact area and the shear strength. For plastic deformation , so more load flattens more bumps and raises the real contact area, giving more bonds to shear and so more friction. The real area depends on the load, not on the visible area.
(ii) . Real joints fall short because flaws in the interface concentrate stress so failure starts there (also acceptable: viscoelastic processes dissipate energy, or trapped air and dust cut the contact area).
Where this is taught. Friction and adhesion covers , , and why real joints are weaker. The definition is also in surface tension and surface energy.
Q8: adsorption and isotherms (7 marks)
Practice question written for this site, not from the lecturer. Lecture 35.
Q8: (i) Compare physisorption and chemisorption, giving a typical heat for each, and say which one helps explain catalysis. (2 marks)
(ii) Give two assumptions of the Langmuir isotherm and say which straight-line plot gives . (2 marks)
(iii) Nitrogen on silica gives a linear BET plot with slope and intercept . One N₂ covers . Find , and the surface area. (3 marks)
Show answer
Working, in plain words. Physisorption is weak sticking, chemisorption is a real bond. The BET line is , so slope over intercept removes the part.
Model answer.
(i) Physisorption is by van der Waals forces, about 20 kJ mol⁻¹ released. Chemisorption forms a chemical bond, about 200 kJ mol⁻¹. Chemisorption breaks bonds in the molecule as it binds, which is why surfaces act as catalysts.
(ii) Any two of: a maximum of one monolayer; every site is equivalent; whether a particle binds does not depend on neighbouring sites being occupied. A plot of against is a straight line with slope .
(iii) Slope divided by intercept: , so . From the intercept, . Area .
Where this is taught.
- Heats of physisorption and chemisorption, and the catalysis link: adsorption, films and SAMs.
- Langmuir assumptions and plots, BET line, the silica worked example: Langmuir and BET isotherms.
Q9: Gibbs isotherm and surfactants (6 marks)
Practice question written for this site, not from the lecturer. Lecture 36.
Q9: (i) The surface tension falls as a surfactant is added and rises as NaCl is added. Using , give the sign of the surface excess for each. (2 marks)
(ii) The surface excess of DDA⁺ is with no salt and in 0.20 M NaCl. Calculate the area per molecule for each using . (2 marks)
(iii) Explain why the area is smaller with salt. (1 mark)
(iv) Above the cmc, stays constant. Why? (1 mark)
Show answer
Working, in plain words. The lecture’s rule: the slope of against gives the surface excess, with a minus sign. For the area, one molecule gets of surface. Remember .
Model answer.
(i) For the surfactant, is negative, so is positive: it collects at the surface. For NaCl, rises, so the slope is positive and is negative: the ions stay in the bulk.
(ii) No salt: , about . With 0.20 M NaCl: , about .
(iii) The charged heads repel each other, and salt screens that repulsion, so the heads sit closer and more molecules fit.
(iv) Above the cmc extra surfactant forms micelles, which are not surface active, and the free monomer concentration is fixed. So and .
Where this is taught. Gibbs adsorption isotherm and surfactants covers every point: signs of for surfactant and NaCl, both values and the 45 and 20 Ų areas, salt screening and the cmc.
Q10: MOFs, hydrogen storage and spin switches (8 marks)
Practice question written for this site, not from the lecturer. Lectures 37, 38 and 39.
Q10: (i) Using Prussian blue as the example, describe what a node and a linker are and what holds them together. (2 marks)
(ii) For hydrogen storage in a MOF at room temperature, explain why the strongest possible binding is not the best. Give the ideal binding enthalpy and say how bare metal sites help. (3 marks)
(iii) A MOF contains Fe(II) in an octahedral field. Give the electron configuration of high-spin and low-spin Fe(II), and explain how a guest molecule can make the MOF a chemical sensor. (3 marks)
Show answer
Working, in plain words. (i) Hubs and rods that click together. (ii) Think of a tap and a plug: it must hold the gas on filling and let go on emptying. (iii) The field either lets electrons spread out or forces them to pair.
Model answer.
(i) In Prussian blue the node is an octahedral metal centre with six connections, and the linker is the linear with two connections. They are joined by coordinate bonds from the ligand to the metal ion, giving a cubic 3D framework whose structure can be designed.
(ii) Gas has to be released again. Very strong binding needs pressures below 1 bar to release the gas, and very weak binding gives little uptake even at high pressure. The ideal is about 14 kJ mol⁻¹, against typical values of 4 to 6 kJ mol⁻¹. Bare metal sites (as in HKUST-1) bind H₂ first because the interaction energy is more favourable, which raises the binding energy.
(iii) Fe(II) is d⁶. Weak field () gives high spin . Strong field () gives low spin . In the structure depends on the guest in the pores. The empty material does not switch, but with MeOH, EtOH or 1-PrOH it does, with guest-dependent behaviour, so the response identifies the guest.
Where this is taught.
- Node, linker, coordinate bond, Prussian blue: MOF design, nodes and linkers.
- Optimum binding, 14 and 4 to 6 kJ mol⁻¹, bare metal sites: MOFs for hydrogen, CO₂ and methane.
- High and low spin Fe(II), the Fe(azpy) switch: MOF magnetism, conduction and spin switching.
Exam detail
What this paper practises: one reason per mark, the lecture’s own equation or table named in the answer, and a plain closing sentence that says what the result means. Rankings and calculations show each step.
Pitfall
Do not copy a model answer onto a changed question. In Q2(iii) a different rod length changes the factor, and in Q9(ii) a different changes the area. Redo the steps each time.
Check yourself
Source
Lecture 26 PDF