Chapter 18: Problem 9
Which species in each pair is the stronger oxidizing agent? (a) \(\mathrm{NO}_{3}^{-}\) or \(\mathrm{I}_{2}\) (b) \(\mathrm{Fe}(\mathrm{OH})_{3}\) or \(\mathrm{S}\) (c) \(\mathrm{Mn}^{2+}\) or \(\mathrm{MnO}_{2}\) (d) \(\mathrm{ClO}_{3}^{-}\) in acidic solution or \(\mathrm{ClO}_{3}^{-}\) in basic solution
Short Answer
Step by step solution
Pair (a) - \(\mathrm{NO}_{3}^{-}\) or \(\mathrm{I}_{2}\)
Pair (b) - \(\mathrm{Fe}(\mathrm{OH})_{3}\) or \(\mathrm{S}\)
Pair (c) - \(\mathrm{Mn}^{2+}\) or \(\mathrm{MnO}_{2}\)
Pair (d) - \(\mathrm{ClO}_{3}^{-}\) in acidic solution or \(\mathrm{ClO}_{3}^{-}\) in basic solution
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Key Concepts
These are the key concepts you need to understand to accurately answer the question.
Standard Reduction Potential
Higher standard reduction potential indicates a greater tendency to gain electrons and thus, a stronger ability to act as an oxidizing agent. In the context of the exercise, comparing the E° values reveals which species is the stronger oxidizer. For instance, since \(E^{\textbackslash{}\textbackslash{}circ}_{\textbackslash{}\textbackslash{}mathrm{NO}_{3}^{-}} = 0.78\textbackslash{}\textbackslash{}text{V}\) is higher than \(E^{\textbackslash{}\textbackslash{}circ}_{\textbackslash{}\textbackslash{}mathrm{I}_{2}} = 0.54\textbackslash{}\textbackslash{}text{V}\), nitrate (\(\textbackslash{}\textbackslash{}mathrm{NO}_{3}^{-}\)) is the stronger oxidizing agent compared to iodine (\(\textbackslash{}\textbackslash{}mathrm{I}_{2}\)).
Redox Reactions
In the exercise, identifying the stronger oxidizing agent involves recognizing which species is more likely to gain electrons, thereby causing the other to lose electrons. The concept reinforces that in a redox reaction, one reactant is always oxidized (loses electrons) and the other is reduced (gains electrons). The species with higher standard reduction potential will be reduced and is thus the better oxidizing agent.
Half-Reactions
In solving the given exercise, writing half-reactions helps in isolating the reduction process for each species and facilitates the determination of their standard reduction potentials. For example, the half-reaction \( \textbackslash{}\textbackslash{}mathrm{NO}_{3}^{-} + 2\textbackslash{}\textbackslash{}mathrm{H}^{+} + 1\textbackslash{}\textbackslash{}mathrm{e}^{-} \textbackslash{}\textbackslash{}rightarrow \textbackslash{}\textbackslash{}mathrm{NO}_{2} + \textbackslash{}\textbackslash{}mathrm{H}_{2}\textbackslash{}\textbackslash{}mathrm{O} \) allows us to pinpoint the reduction of nitrate, making it clear why \( \textbackslash{}\textbackslash{}mathrm{NO}_{3}^{-} \) is the stronger oxidizing agent when compared to iodine.
Electrochemical Series
Using the electrochemical series, students can quickly determine which species in the exercise will act as the stronger oxidizing agent. For instance, comparing \( \textbackslash{}\textbackslash{}mathrm{Mn}^{2+} \) and \( \textbackslash{}\textbackslash{}mathrm{MnO}_{2} \) reveals that \( \textbackslash{}\textbackslash{}mathrm{MnO}_{2} \) has a much higher reduction potential and as such, stands higher in the electrochemical series, making it the stronger oxidizing agent.