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Luv She
  • 5/20/2025
EDUCATION
Transcript
00:00:00Sometimes even years.
00:00:05They are so slow that it takes days, months, even years to finish them.
00:00:14Tell me, the one which is so slow, would you like to read it or not?
00:00:19We couldn't read one, we don't want to read the other.
00:00:24This is also our point of study.
00:00:27The first one is also a point of study.
00:00:29So before I come to who is going to read it, write the second point.
00:00:33We are not going to study such reactions.
00:00:36We are not going to read such reactions either.
00:00:42Okay sir, if we don't read this either, then whom will we read?
00:00:47But I have a question in my mind.
00:00:49Sir, are there such reactions in the world which take days, months, even years to finish?
00:00:54Yes.
00:00:55Sir, can you give an example and tell me?
00:00:57I will give you an excellent example.
00:00:59All of you bring a cooler in the summer.
00:01:03Yes or no?
00:01:04And you must have seen, no matter how much paint, polish, cooler you bring,
00:01:07not the plastic one, but the metal one, the cheap one.
00:01:09The metal cooler, no matter how much paint, polish you bring,
00:01:13the monsoon season comes.
00:01:15Yes or no?
00:01:16And by the next monsoon, there is a war in the cooler.
00:01:19Yes or no?
00:01:20But the war, the corrosion, the rusting,
00:01:24it has happened immediately or in a few months.
00:01:26Imagine, someone is deciding to read corrosion.
00:01:29I want to read corrosion.
00:01:31How many months can he wait to read it?
00:01:33How many years?
00:01:34Who knows, it may be a good quality cooler.
00:01:36By the next monsoon, there will be a war.
00:01:38Yes or no?
00:01:39What I mean to say is that there are such reactions
00:01:41which take a long time to complete.
00:01:46And we are not able to read such reactions
00:01:48because no one has that much time.
00:01:51Yes or no?
00:01:53Now the question arises,
00:01:54there are such reactions in the world,
00:01:56but how do we know which one is very fast and which one is very slow?
00:01:59Who is very fast?
00:02:01This can be understood only by experimenting.
00:02:04I have only given two examples.
00:02:06Who is very slow?
00:02:08This can also be understood by reading.
00:02:10There is no formula
00:02:12that you have to know all the world's very fast and very slow at once.
00:02:16By analyzing the surrounding world,
00:02:19it can be understood that
00:02:21coal is very slow,
00:02:23petrol is very slow,
00:02:25soil is very slow,
00:02:27war and corrosion are very slow.
00:02:29This can only be understood by experiencing.
00:02:31This can only be understood by reading.
00:02:33There is no formula for remembering all the world's very slow.
00:02:37But yes, there are such reactions in the world.
00:02:40I am telling you this.
00:02:42So can we say that rusting of iron is a very slow reaction?
00:02:46Can we say that rusting of iron is a very slow reaction?
00:02:49Yes, sir.
00:02:50Can we say that the formation of coal is also very slow?
00:02:53Yes, sir.
00:02:54So write it down.
00:02:56Formation of coal,
00:02:58petrol,
00:02:59God knows what else.
00:03:01All these are very very slow reactions.
00:03:03Okay, sir.
00:03:04So why are you telling us?
00:03:06I just want to tell you this much.
00:03:08We are not going to study this also.
00:03:10There is a very famous example
00:03:12written in NCRT.
00:03:14I want to discuss this example.
00:03:16An example is written in NCRT.
00:03:18Let us imagine.
00:03:19You have taken a tank.
00:03:21And you have filled hydrogen gas in this tank.
00:03:23Which gas?
00:03:25And let us take another tank.
00:03:27You have filled oxygen gas in it.
00:03:29Which gas?
00:03:30Hey, listen.
00:03:31Have you all ever seen water forming?
00:03:34Have you seen or read?
00:03:36Have you ever seen water forming?
00:03:38Have you seen water forming?
00:03:40Have you read about water forming?
00:03:41Say yes or no.
00:03:42You must have read that
00:03:43what happens when hydrogen reacts with oxygen.
00:03:46I am not balancing it.
00:03:48But you all know this reaction.
00:03:49Say yes or no.
00:03:50NCRT says,
00:03:52take a cylinder of hydrogen.
00:03:54Take a cylinder.
00:03:56Keep a cylinder here.
00:03:57Take a cylinder of oxygen.
00:03:59Combine both.
00:04:00As soon as you combine both,
00:04:02will a stream of water form in the middle?
00:04:05Why?
00:04:06You used to read this only.
00:04:07You have read this only in papers
00:04:09that what happens when H2O and O2 react.
00:04:11What will form?
00:04:12But when you take two cylinders
00:04:14and combine both,
00:04:15will a stream of water form?
00:04:17Will water form?
00:04:19So NCRT says,
00:04:20then this is right or this is right?
00:04:22This is what is written in the books.
00:04:24Then this is what happens.
00:04:25Why is it not there?
00:04:26It is there, isn't it?
00:04:27NCRT says, listen.
00:04:29When you read any reaction,
00:04:31there are two things.
00:04:33One is its presence.
00:04:35One is its
00:04:37and one is its speed or slowness.
00:04:40NCRT says,
00:04:41when we apply the rules of thermodynamics
00:04:43which you will read later,
00:04:44then thermodynamics tells us
00:04:46that the delta G of this reaction is negative.
00:04:50The delta G of this reaction is
00:04:52Have you heard of delta G?
00:04:55Its name is Gibbs free.
00:04:57NCRT says,
00:04:59yes, this is true.
00:05:00The delta G of this reaction is negative.
00:05:03It means there is a possibility of it happening.
00:05:06But it is so, so, so, so slow
00:05:09that many times people feel
00:05:11that it happens.
00:05:13It does not mean that it is not happening.
00:05:16It just means that
00:05:18when you combine a cylinder of hydrogen
00:05:20and a cylinder of oxygen,
00:05:23then without the presence of a catalyst,
00:05:25it is such a slow reaction
00:05:26that you feel that it happens.
00:05:28Just think about it.
00:05:30A child writes a letter in a copy
00:05:32in one day.
00:05:34Which chapter are you reading?
00:05:35Chemical kinetics.
00:05:36The first letter is C.
00:05:37The next day he writes H.
00:05:40The next day he writes E.
00:05:44What will he write the next day?
00:05:46So, tell me,
00:05:47how much will that child study in one year,
00:05:49ten years, or a hundred years?
00:05:51Tell me.
00:05:52So, you will say that he studies.
00:05:54NCRT says,
00:05:55he does not study.
00:05:56Don't say that.
00:05:57He studies very slowly.
00:05:58Say that.
00:05:59Yes or no?
00:06:01So, I want to make you understand
00:06:02that there are such reactions in the world
00:06:04that you feel are not happening.
00:06:06You feel that
00:06:08whether it is happening or not,
00:06:10thermodynamics will answer this.
00:06:12After all, something happens.
00:06:14After all, something happens.
00:06:16Who gave the answer?
00:06:18When it happens, what is the limit?
00:06:20Who gave the answer?
00:06:22Equilibrium.
00:06:23Yes or no?
00:06:24And how does it happen?
00:06:26So, NCRT wants to teach
00:06:28that whether someone is there or not,
00:06:30do not assume that it is not happening.
00:06:32It can happen.
00:06:33It is happening very slowly.
00:06:35So, NCRT is saying that
00:06:36this reaction wants to happen.
00:06:38This reaction happens.
00:06:39But it is so, so slow
00:06:40that you feel that it happens.
00:06:42So, what is the category of this reaction?
00:06:45Very slow.
00:06:46Is this clear?
00:06:48So, how can the question arise?
00:06:49He can ask you.
00:06:50This reaction is not going to occur
00:06:52under normal conditions.
00:06:54So, what do you think?
00:06:55This reaction is spontaneous or non-spontaneous?
00:06:58Will it happen or not?
00:06:59It will happen.
00:07:00But it will happen very, very slowly.
00:07:04But when a catalyst comes into its life,
00:07:06who comes?
00:07:07Then this reaction starts happening.
00:07:10So, write in the examples.
00:07:11No. 1, rusting of iron.
00:07:13No. 2, formation of coal and petrol.
00:07:15No. 3, formation of water.
00:07:18Formation of water.
00:07:24Formation of water
00:07:26in absence of catalyst.
00:07:34In absence of catalyst.
00:07:37Formation of water in absence of?
00:07:40On the side,
00:07:41writing in message English.
00:07:43Did you understand message English?
00:07:45Did you understand message English?
00:07:47On the side,
00:07:48writing in message English.
00:07:50According to the religions.
00:07:52According to the religions.
00:07:57According to the religions.
00:08:00Formation of H2O is spontaneous.
00:08:10According to the religions,
00:08:12formation of H2O is spontaneous.
00:08:15But it is so slow.
00:08:21But it is so slow
00:08:25that it seems so.
00:08:30But it is so slow
00:08:32that it seems so.
00:08:39That it seems so.
00:08:42Is this clear?
00:08:43Dear children,
00:08:44I call this cloud.
00:08:46What do I call?
00:08:47These small points
00:08:49which I will write in this language,
00:08:51make a cloud on the side
00:08:53or say important point,
00:08:54which you call star,
00:08:55write something like this.
00:08:57So that your eyes
00:08:58go here first.
00:09:00Is this clear?
00:09:01Let's understand.
00:09:02How many reactions have we read in total?
00:09:04Number 1,
00:09:05very fast.
00:09:06Number 2,
00:09:07let me ask you a question.
00:09:08Every reaction
00:09:09which we feel is not happening,
00:09:11which we feel,
00:09:13we feel,
00:09:15is it really not happening?
00:09:17What do we know?
00:09:18It is very slow.
00:09:19We feel that it is not happening
00:09:21but it may be very slow.
00:09:23Is it okay?
00:09:24One minute.
00:09:25Is it slow or very slow?
00:09:26Is it slow or
00:09:27is it slow?
00:09:28If a reaction takes 100 years to happen,
00:09:30what will you call it,
00:09:31slow or very slow?
00:09:33And that is why
00:09:34NCIT writes the third category,
00:09:36moderate and
00:09:38don't get confused.
00:09:39It is very slow and
00:09:41is this clear?
00:09:43Write the third category,
00:09:45moderate and slow reaction.
00:09:49Something was so fast
00:09:51that we could not read it.
00:09:53Something was so slow
00:09:54that we did not want to read it.
00:09:56If we don't want to read it,
00:09:57then tell me,
00:09:58whom should we read?
00:10:00Should we read the one
00:10:01which takes years to happen
00:10:02or a few hours?
00:10:04Why a few hours?
00:10:05Should it take a few minutes?
00:10:06Why a few minutes?
00:10:08The reaction which
00:10:09should happen in seconds,
00:10:10minutes,
00:10:11should we read it?
00:10:12Say yes or no.
00:10:13And what is the name
00:10:14of such a reaction?
00:10:15Moderate.
00:10:16Write,
00:10:17such reaction,
00:10:18complete same.
00:10:19Such reaction,
00:10:20complete same.
00:10:22In minutes,
00:10:25seconds,
00:10:29minutes,
00:10:30seconds.
00:10:31The question is not
00:10:32that there are such reactions
00:10:33in the world.
00:10:34The question is
00:10:35how do we know
00:10:36which reaction is
00:10:37moderate?
00:10:38NCRT writes a very
00:10:39beautiful line.
00:10:40NCRT again says,
00:10:41generally.
00:10:42What does it say?
00:10:43What does generally mean?
00:10:44The one which is always
00:10:45or the one which is often?
00:10:47And the one which is often
00:10:48or the one which is always
00:10:49is not necessary.
00:10:50NCRT says,
00:10:51generally,
00:10:52the molecular reactions
00:10:53which are there,
00:10:54what kind of reaction?
00:10:55Now you will say,
00:10:56Sir,
00:10:57what do you mean by?
00:10:58It has come,
00:10:59hasn't it?
00:11:00So NCRT says,
00:11:01such reactions
00:11:02where molecules are there,
00:11:03where old bonds break
00:11:04and new bonds are formed,
00:11:05all those reactions
00:11:06what will we call?
00:11:07Moderate.
00:11:08One minute.
00:11:09We will call all those
00:11:10reactions as often.
00:11:11I am writing an atom
00:11:12in front of you.
00:11:13A.
00:11:14What is the molecule
00:11:15of this atom?
00:11:16If I make it A2,
00:11:17then?
00:11:18O.
00:11:19What is the molecule
00:11:20of the atom?
00:11:21O2.
00:11:22What is the molecule
00:11:23of the atom?
00:11:24O2.
00:11:25I am writing a reaction
00:11:26A2 plus B2.
00:11:27Tell me,
00:11:28are these two molecules?
00:11:29Will there be
00:11:30an AA bond in it?
00:11:31Will there be
00:11:32a BB bond in it?
00:11:33And when both
00:11:34will have a reaction,
00:11:35will there be
00:11:36a compound AB
00:11:37formation?
00:11:38Where old bonds
00:11:39break and new bonds
00:11:40are formed,
00:11:41often in which category
00:11:42that reaction is found?
00:11:43Moderate.
00:11:44Is this clear?
00:11:45Either say moderate
00:11:46or say slow.
00:11:47Very slow is different.
00:11:48Slow.
00:11:49Very slow is different.
00:11:50Slow.
00:11:51You often get confused
00:11:52in this.
00:11:53You have to keep it
00:11:54in your mind.
00:11:55It will work.
00:11:56So, dear children,
00:11:57such reactions
00:11:58which are molecular,
00:11:59which have molecules,
00:12:00in which bonds
00:12:01break and new bonds
00:12:02are formed,
00:12:03in which category
00:12:04will we keep them?
00:12:05Moderate.
00:12:06So, write
00:12:07next point generally.
00:12:08Molecular reactions
00:12:09are in this category.
00:12:10Generally,
00:12:11molecular reactions
00:12:12are in this category
00:12:13where bond formation
00:12:14and bond breaking
00:12:15takes place
00:12:16simultaneously.
00:12:17Where bond formation
00:12:18and bond breaking
00:12:19takes place
00:12:20simultaneously.
00:12:37Where bond formation
00:12:39and bond breaking
00:12:41takes place
00:12:43simultaneously.
00:12:457
00:12:46where bond formation and bond breaking takes place simultaneously.
00:12:54Are you able to write half simultaneously?
00:12:57Wow!
00:13:02Simultaneously.
00:13:04Isn't it?
00:13:06Dear students, this is not my question.
00:13:08I am asking you a small theory question.
00:13:11Every reaction which is moderate,
00:13:13What did you say?
00:13:15Who is moderate?
00:13:17The one which happens in a few seconds.
00:13:20Yes or no?
00:13:21Every reaction which is moderate,
00:13:23can I say that it is molecular?
00:13:25Is it?
00:13:27What did I write here?
00:13:29So, let me ask you,
00:13:31what is the moderate of every molecular reaction?
00:13:33Again.
00:13:35What is the molecular of every moderate?
00:13:37What is the meaning of generally?
00:13:40It is not always.
00:13:42That is what I am asking.
00:13:44What is the molecular of every moderate?
00:13:46Tell me.
00:13:50What did I say?
00:13:52Moderate is the one which happens in a few seconds.
00:13:56So, what did I say?
00:13:58Is only molecular reaction is moderate in the world?
00:14:00What I am saying is,
00:14:02generally, the molecular reactions,
00:14:04there are other reactions as well.
00:14:06Isn't it?
00:14:08Isn't it?
00:14:10Isn't it?
00:14:12Isn't it?
00:14:14Isn't it?
00:14:16Isn't it?
00:14:18Isn't it?
00:14:20Isn't it?
00:14:22Isn't it?
00:14:24Isn't it?
00:14:26Isn't it?
00:14:28Isn't it?
00:14:30Isn't it?
00:14:32Isn't it?
00:14:34Isn't it?
00:14:36What I am saying is,
00:14:38the moderates are often,
00:14:40I am just explaining the word often.
00:14:42I am just asking the question of the theory.
00:14:44I am showing the copy of the question.
00:14:46Write it as a statement.
00:14:48Write it.
00:14:50We are playing true or false.
00:14:52Write it.
00:14:54All molecular reactions
00:14:56are
00:14:58moderate reactions.
00:15:00All molecular reactions
00:15:02are
00:15:04moderate reactions.
00:15:06It is a lovely question.
00:15:08All molecular reactions are
00:15:10moderate reactions.
00:15:12All molecular reactions are moderate reactions.
00:15:14Is it a molecule?
00:15:16Is it a molecule?
00:15:18Is there a reaction between the molecules?
00:15:20Is it a molecular reaction?
00:15:22Is it moderate?
00:15:24What is it?
00:15:26That is what I am asking.
00:15:28Is every molecular reaction
00:15:30moderate?
00:15:32It is often moderate.
00:15:34Is this clear?
00:15:36Write it.
00:15:38Tell me, will it be true or false?
00:15:40Excellent.
00:15:42This is what I asked.
00:15:44Write the second statement.
00:15:46All moderate reactions
00:15:48All moderate reactions
00:15:50All moderate reactions
00:15:52are
00:15:54only
00:15:56molecular.
00:15:58What will you say now?
00:16:00All moderate reactions
00:16:02are only molecular.
00:16:04Often
00:16:06they are molecular.
00:16:08The world is full of
00:16:10I don't know what all.
00:16:12Tell me, is this statement right or wrong?
00:16:14Sir, this is also wrong.
00:16:16In simple language,
00:16:18not all moderate are molecular.
00:16:20All are molecular.
00:16:22Often they are molecular.
00:16:24Often they are moderate.
00:16:26I am telling you a simple thing.
00:16:28If this was the case,
00:16:30then the molecular reaction in front of you
00:16:32would also have been moderate.
00:16:34But in which category is it?
00:16:36Is this clear?
00:16:38Let me tell you something interesting.
00:16:40Can you read very fast or very slow
00:16:42or moderate?
00:16:44That is, in this chapter,
00:16:46you are going to read only
00:16:48the discussion of very fast
00:16:50and very slow.
00:16:52Whom are we reading only?
00:16:54A very famous question will come
00:16:56and I will remind you
00:16:58that our scope of syllabus
00:17:00is always only moderate.
00:17:02Now we are going to talk about them.
00:17:04Is this clear?
00:17:06Hello, a kid is telling me
00:17:08Sir, tell me one thing.
00:17:10You have not told me
00:17:12which one is very fast
00:17:14and which one is very slow.
00:17:16I have not been able to tell you
00:17:18which one is very fast and which one is very slow.
00:17:20You can't even tell me.
00:17:22What did I say? You tell me.
00:17:24I am not able to see because
00:17:26it is so easy to learn.
00:17:28Can't you see and tell me which one is very fast?
00:17:30Yes, we have read a few examples.
00:17:32The one about neutralization and precipitation.
00:17:34Some are very slow.
00:17:36But all the reactions
00:17:38that we are going to read in this chapter,
00:17:40how are they all?
00:17:42Let me ask you an example.
00:17:44I have not told you anything today.
00:17:46I am just telling you that
00:17:48in our chemical kinetics,
00:17:50there is a reaction H2 plus Cl2
00:17:52What will you call it?
00:17:54Very slow, very fast or moderate?
00:17:56How do you know it is moderate?
00:17:58It is in our syllabus and it is moderate.
00:18:00It must be moderate.
00:18:02You didn't understand.
00:18:04I am writing a reaction in front of you
00:18:06made of H2O2 and H2O plus O2.
00:18:08We will read its kinetics.
00:18:10Tell me whether it is very fast, very slow or moderate?
00:18:12How do you know?
00:18:14We will read it and whatever we read
00:18:16is moderate.
00:18:18You didn't understand.
00:18:20Now, the question is
00:18:22that you are repeatedly saying it is fast.
00:18:24What are you saying?
00:18:26Its speed, its speed.
00:18:28Yes or no?
00:18:30After all, it is fast.
00:18:32Now, we are going to discuss
00:18:34that point of this chapter
00:18:36which will define the form of this chapter.
00:18:38That is rate, that is speed, that is speed.
00:18:40Do you want to know what it is?
00:18:42Write it in your notebook.
00:18:44Next point.
00:18:46We sometimes call it rate.
00:18:48Isn't this rate of vegetables?
00:18:50Is this rate of fruits?
00:18:52Sometimes we say,
00:18:54what is rate?
00:18:56Yes or no?
00:18:58This is rate and this is speed.
00:19:00Yes, I know
00:19:02that in physics, velocity and speed are different.
00:19:04But we chemists
00:19:06do not differentiate.
00:19:08Because there is no direction
00:19:10of our reactions.
00:19:12It is in the vessel.
00:19:14You will not say that this reaction is going there.
00:19:16The reaction is in the vessel.
00:19:18That is why we do not differentiate
00:19:20between velocity and speed.
00:19:22So, when will we say rate?
00:19:24When will we say?
00:19:26And I will say speed.
00:19:28What will I say?
00:19:30One minute.
00:19:32Now, the question is,
00:19:34what is speed?
00:19:36And who is taking out speed?
00:19:38One minute.
00:19:40Are we studying chemistry or physics?
00:19:42So, there will be a reaction in chemistry.
00:19:44You put reactant in it.
00:19:46As soon as you put reactant,
00:19:48will the product be made from reactant?
00:19:50Product from reactant?
00:19:52Give the temperature and conditions.
00:19:54Yes or no?
00:19:56Now, tell me,
00:19:58will the product be made from reactant?
00:20:00Feel a little.
00:20:02When the product is made from reactant,
00:20:04I ask you, will the reactant
00:20:06decrease with time?
00:20:08Tell me.
00:20:10And the product with time?
00:20:12The rate of decrease?
00:20:14The rate of increase?
00:20:16The rate of reaction?
00:20:18Are you able to understand?
00:20:20When we study chemical kinetics,
00:20:22where we have to take out speed,
00:20:24we will take out speed once.
00:20:26The rate of reactant?
00:20:28Once.
00:20:30So, we will study the rate of reactant,
00:20:32rate of product, rate of reaction.
00:20:34How much speed will we take out?
00:20:36Once.
00:20:38Will it work?
00:20:40First, learn the language,
00:20:42then we will learn the rate, right?
00:20:44Dear students,
00:20:46does reactant decrease or increase with time?
00:20:48What will you call the decrease?
00:20:50Disappearance or appearance?
00:20:52Disappearance.
00:20:54And the increase?
00:20:56Someone's speed of going?
00:20:58I will call it the rate of disappearance.
00:21:00What will I call it?
00:21:02Rate of disappearance.
00:21:04In simple language, I will call it ROD.
00:21:06Say it.
00:21:08And this will form?
00:21:10Who is this?
00:21:12And this?
00:21:14Will it increase or decrease with time?
00:21:16So, it will form.
00:21:18So, it will appear.
00:21:20You will call it the rate of?
00:21:22So, we will take out ROD.
00:21:24We will take out RO.
00:21:26RO.
00:21:28Tell me where I am keeping my hand.
00:21:30We will take out RO.
00:21:32It is not R, it is reactant.
00:21:34What will you call it? ROA.
00:21:36And if you call it ROR,
00:21:38it will be the rate of reaction.
00:21:40Here, R will tell the reactant.
00:21:42Is this clear?
00:21:44So, how many words are there in front of us?
00:21:46Three.
00:21:48First, write them down.
00:21:50Then, I will tell you how to calculate the rate.
00:21:52First, write ROD.
00:21:54Then, rate of disappearance.
00:21:56In my language,
00:21:58someone's speed of going.
00:22:00Isn't it?
00:22:02And then, ROA.
00:22:04We call it ROA many times.
00:22:06We also call it ROF.
00:22:10You can understand this.
00:22:12We also call it
00:22:14rate of appearance.
00:22:18And many times, we also call it
00:22:20rate of formation.
00:22:22In this entire chapter,
00:22:24I will repeat a third word.
00:22:26Its name will be ROR.
00:22:28So, rate of reaction.
00:22:30Sir,
00:22:32are we calculating speed in this chapter?
00:22:34Yes, son.
00:22:36Whose speed?
00:22:38Son, sometimes of reactant,
00:22:40sometimes of product,
00:22:42sometimes of reaction.
00:22:44We will speak in technical language.
00:22:46How will we speak in technical language?
00:22:48Sometimes ROD, sometimes ROA, sometimes RO.
00:22:50Say it. Sometimes RO.
00:22:52D, sometimes RO.
00:22:54Until you don't say it,
00:22:56words will not come in fluency.
00:22:58If you don't remember words,
00:23:00you won't remember the concept.
00:23:02It will be fine.
00:23:04Dear children,
00:23:06you will have a question in your mind.
00:23:08How can we calculate speed?
00:23:10Speed.
00:23:12Tell me one thing.
00:23:14You must have heard the name
00:23:16of physics in your childhood.
00:23:18Tell me.
00:23:20Have you heard the name of speed?
00:23:22Have you calculated speed?
00:23:24How many of you know how to calculate speed?
00:23:26Do you remember the formula of speed?
00:23:28Tell me.
00:23:30Distance upon...
00:23:32Wrong.
00:23:34Now,
00:23:36you are in doubt and saying displacement.
00:23:38Son,
00:23:40the formula of speed was not distance upon time.
00:23:42The formula of speed was
00:23:44distance travelled
00:23:46upon time taken.
00:23:48Now, what is this, sir?
00:23:50Yes, I also want to say the same.
00:23:52Will you say the same?
00:23:54Tell me.
00:23:56A lot has changed in this.
00:23:58When you say distance,
00:24:00distance means distance.
00:24:02It is a fixed thing.
00:24:04If the distance from there to there is 10 meters,
00:24:06then it was 10 meters,
00:24:08it is 10 meters,
00:24:10it is 10 meters,
00:24:12it was 10 meters,
00:24:14it is 10 meters,
00:24:16it is 10 meters,
00:24:18it is 10 meters,
00:24:20it is 10 meters,
00:24:22and the one who walked walked only 5 meters,
00:24:24so the speed will come out from 5 meters.
00:24:26What do I want to say?
00:24:28When you calculated speed in your childhood,
00:24:30you said distance travelled upon time taken.
00:24:32Say yes or no.
00:24:34If I say this in simple language,
00:24:36I can also say that this distance travelled
00:24:38means this change in distance.
00:24:40Say yes or no.
00:24:42And if you say change,
00:24:44what is this triangle?
00:24:46If you say triangle,
00:24:48it is delta.
00:24:50If you say triangle,
00:24:52it is delta.
00:24:54And to calculate change,
00:24:56there was only one way,
00:24:58final minus initial.
00:25:00The speed formula you studied in your childhood
00:25:02was not distance upon time,
00:25:04it was change in distance upon change in time.
00:25:06But you cancelled triangle.
00:25:08This was distance travelled upon time taken.
00:25:10Isn't it?
00:25:12This was the formula,
00:25:14but for the sake of simplicity,
00:25:16people say this,
00:25:18Today, are we calculating the speed of a car?
00:25:20Whose speed is it?
00:25:22Is it of reaction or reactant?
00:25:24We are calculating the speed of
00:25:26reactant, product
00:25:28and reaction also.
00:25:30What?
00:25:32Will it work?
00:25:34Now, tell me one thing.
00:25:36I will ask you a simple question.
00:25:38There is a vessel and I have put reactant in it.
00:25:40What did I put?
00:25:42So, when product will be formed from reactant,
00:25:44then some moles of T equal to 0
00:25:46How many moles are there?
00:25:48Whose moles are these?
00:25:50These are reactant.
00:25:52Who will be in the beginning?
00:25:54And who will be formed from reactant?
00:25:56So, will there be 100 moles of T equal to 0?
00:25:58As time goes by,
00:26:00this decreases,
00:26:02and this increases.
00:26:04How much will this be at T equal to 0?
00:26:06Suppose, 50 moles will go from here.
00:26:08So, when 50 moles go,
00:26:10how much is left?
00:26:12And how much is this?
00:26:14Now, tell me, what has changed with time?
00:26:18Has the mole changed with time?
00:26:20Some kid said amount.
00:26:22That will also work because
00:26:24amount of substance is SI unit.
00:26:28SI unit of weight,
00:26:30mass of weight,
00:26:32SI unit of weight,
00:26:34kilogram,
00:26:36SI unit of length,
00:26:38you must have heard the name of basic unit.
00:26:40In the same way,
00:26:42amount of substance was a number.
00:26:44It was 7th number.
00:26:46And its SI unit was mole.
00:26:48Isn't it?
00:26:50What I want to explain is that
00:26:52when a car moves,
00:26:54the distance in respect of time changes.
00:26:56When a car moves,
00:26:58it is a reaction.
00:27:00And in reaction, there is reactant also.
00:27:02The mole of reactant is changing.
00:27:04The pressure of reactant also changes.
00:27:06The concentration of reactant also changes.
00:27:08If someone asks me,
00:27:10what is rate?
00:27:12There was only one definition of rate.
00:27:14There will be only one definition.
00:27:16Rate means change in anything.
00:27:18In anything.
00:27:20Change in something
00:27:22with respect to
00:27:24some other thing.
00:27:26Change in anything.
00:27:28In respect of someone else,
00:27:30this is rate.
00:27:32When you took out a car in childhood,
00:27:34what changed in respect of time?
00:27:36Distance.
00:27:38When will rate change?
00:27:40When will pressure change?
00:27:42Concentration.
00:27:44What is concentration?
00:27:46Do you remember?
00:27:48This is the meaning of concentration.
00:27:50This is the meaning of concentration.
00:27:52But in our syllabus,
00:27:54whenever we say concentration,
00:27:56it means modality.
00:27:58If you try to study, I will teach you.
00:28:00There will be selection also.
00:28:02You will also have to try.
00:28:04If you go far away again and again,
00:28:06try.
00:28:08Every child can learn.
00:28:10I told you yesterday also,
00:28:12nothing will come.
00:28:14Don't worry.
00:28:16Everyone will learn.
00:28:18I tell children,
00:28:20don't study for 12 years.
00:28:22Study for 12 years in one year.
00:28:24Yes or no?
00:28:26But at least try.
00:28:28You will have to try.
00:28:30Show your efforts also.
00:28:32Yes sir, we want to learn.
00:28:34With respect to some?
00:28:36Some other thing.
00:28:38Hello.
00:28:40Today, just understand that
00:28:42there was only one formula for rate.
00:28:44It will remain the same.
00:28:46The only difference is that
00:28:48the distance in our chemistry is not changing.
00:28:50What is changing?
00:28:52Concentration. Sometimes mole, sometimes pressure.
00:28:54Will it work?
00:28:56If someone asks me what is rate,
00:28:58I will say change in concentration
00:29:00with respect to change in time.
00:29:02Write the formula of rate.
00:29:04Change in concentration
00:29:06with respect to change in time.
00:29:08If I give it a mathematical form,
00:29:10I will say
00:29:12change means delta,
00:29:14concentration means c,
00:29:16change means delta,
00:29:18with respect to means upon,
00:29:20and time means t.
00:29:24Capital T is temperature.
00:29:26Small t is time.
00:29:32It is so unique
00:29:34that in this chapter,
00:29:36you will read only one thing
00:29:38and that is rate.
00:29:40And in front of all of you,
00:29:42the best formula for rate is
00:29:44delta c by delta t.
00:29:46I don't need to tell you
00:29:48that delta means change.
00:29:50And change means
00:29:52it will remain the same.
00:29:54Final minus initial.
00:29:56That is,
00:29:58if you want to find rate,
00:30:00then once final concentration
00:30:02minus initial concentration,
00:30:04once final time minus initial time.
00:30:06Divide it.
00:30:08You will get the rate quickly.
00:30:10Let me ask you an oral question.
00:30:12Don't write the formula.
00:30:14Let's sum up the story.
00:30:16In one line,
00:30:18I will sum up the entire discussion.
00:30:20In this chapter,
00:30:22who will we talk about again and again?
00:30:24The formula for rate is
00:30:26delta c by
00:30:28delta t.
00:30:34The formula is
00:30:36delta c by delta t.
00:30:38Is it easy?
00:30:40What is the meaning of delta?
00:30:42What is the meaning of change?
00:30:44What will be the formula
00:30:46if the pressure changes?
00:30:48Delta?
00:30:50If the concentration changes,
00:30:52then it is delta c.
00:30:54And if the pressure changes?
00:30:56There will be gases.
00:30:58Who will be there?
00:31:00Can I say that the formula for rate
00:31:02is delta c by delta t
00:31:04or delta p by delta t?
00:31:06That is, we design two formulas
00:31:08in our mind.
00:31:10Sometimes it will be delta c by delta t
00:31:12and sometimes it will be delta p by delta t.
00:31:14Say it.
00:31:16Write it.
00:31:18I want to ask you a question.
00:31:20What is the meaning of c?
00:31:22And what is the meaning of concentration?
00:31:24What is the meaning of molarity?
00:31:26What is the meaning of n?
00:31:28What is the meaning of v?
00:31:30If I give you a mole,
00:31:32will you be able to increase the concentration?
00:31:34With whom will you divide?
00:31:36Will it work?
00:31:38Listen carefully to what I am going to say.
00:31:40If we talk about NCRT,
00:31:42we have only two formulas for rate.
00:31:44The question will give you a mole many times.
00:31:46What will it give?
00:31:48If the question will give you a mole,
00:31:50then don't say the rate is delta n by delta t.
00:31:52Divide it by the volume.
00:31:54Why do we have to divide?
00:31:56Wait a minute.
00:31:58What is the formula for rate?
00:32:00Delta p by delta t or delta c by delta t?
00:32:02I am asking you a simple question.
00:32:04If the question will give you a mole,
00:32:06will you tell the rate in the form of mole?
00:32:08What will you have to make it?
00:32:10What should I do in the mole
00:32:12to make it a concentration?
00:32:14What should I do in the mole
00:32:16to make it a concentration?
00:32:18Remember.
00:32:20Remember the volume.
00:32:22What do you do in a hurry?
00:32:24You write it in the form of mole
00:32:26and it starts going wrong from there.
00:32:28I have just told you a simple formula.
00:32:30Delta c by delta p by.
00:32:32Can I ask you a question?
00:32:34Will you do it and tell me?
00:32:36What are you taking out?
00:32:38What are you taking out?
00:32:40What is the formula for rate?
00:32:42If you say pressure,
00:32:44then delta p by.
00:32:46Will you tell me the initial and final?
00:32:48Write a question.
00:32:50I am giving you the NCERT text.
00:32:56Should I say?
00:32:58For the reaction.
00:33:02For the reaction.
00:33:04R gives p.
00:33:06For the reaction.
00:33:08R gives p.
00:33:10Should I write the whole thing?
00:33:12For the reaction.
00:33:14I will not write the whole question.
00:33:16If it is difficult,
00:33:18then I will write the whole thing.
00:33:20If it is in English, then you can write.
00:33:22For the reaction.
00:33:24Did everyone write?
00:33:30Did everyone write?
00:33:32For the reaction.
00:33:34If
00:33:36concentration of
00:33:38product
00:33:40If concentration of
00:33:42product changes
00:33:44from
00:33:46changes
00:33:48from
00:33:500.4 molar
00:33:52to
00:33:540.4 molar to
00:33:560.6 molar
00:33:58in
00:34:0010 minutes
00:34:02changes
00:34:04from 0.4 molar to
00:34:060.6 in 10
00:34:08Wait.
00:34:10This is increasing.
00:34:12Is increasing right or wrong?
00:34:14How do you know it is right?
00:34:16Will the product increase with time?
00:34:18While reading the question,
00:34:20pay attention to every angle
00:34:22so that you can learn 10 questions
00:34:24in each question.
00:34:26Are you able to understand what I am saying?
00:34:28When you are reading the question,
00:34:30along with the question,
00:34:32the mind of the question
00:34:34should also be in your mind.
00:34:36You should understand the language of the question.
00:34:38If you find it logical
00:34:40if you find it logical
00:34:42if you get the feel of the question,
00:34:44then you have understood its imagination.
00:34:46The question says,
00:34:48changes from 0.4 molar to 0.6 molar in 10
00:34:50What is this M?
00:34:52Molar.
00:34:54What is this?
00:34:56This is the unit of molarity.
00:34:58Molarity, which we
00:35:00also call mole per liter.
00:35:02Right? The question says
00:35:04then calculate
00:35:06then calculate
00:35:08the rate of formation of P.
00:35:10the rate of formation of P.
00:35:12the rate of formation of P.
00:35:14It is such an easy question.
00:35:16You see,
00:35:18I will ask the question of PYQ in a while.
00:35:20The reaction is well written there.
00:35:22Such questions have come.
00:35:24How many children will you make?
00:35:26What did my children ask you?
00:35:28Rate of?
00:35:30Whose?
00:35:32So how many formulas of rate
00:35:34did you tell? 56 or 57?
00:35:36I told only one.
00:35:38Delta C? Yes or no?
00:35:40So did you give formula or answer?
00:35:42Look here.
00:35:44Delta C?
00:35:46Yes or no?
00:35:48What does delta mean?
00:35:50Whose change?
00:35:52Whose rate?
00:35:54So whose concentration do you need?
00:35:56Simple thing.
00:35:58How much was initial? 0.4
00:36:00How much is final?
00:36:020.6
00:36:040.6 minus 0.4
00:36:06How much time did it take?
00:36:08Shall I divide it by 10 minutes?
00:36:10Solve it. How much will it be?
00:36:120.2 divided by 10 means 0.02
00:36:14Yes or no?
00:36:16Now tell me in common sense
00:36:18what will be the unit?
00:36:20One minute.
00:36:22Whose unit is it?
00:36:242N minus 1N
00:36:26How much will it be?
00:36:281kg?
00:36:30Yes. What will it be?
00:36:32So when you are doing delta
00:36:34and delta C, the change will be
00:36:36of concentration only.
00:36:384 molar minus 2 molar
00:36:40How much molar?
00:36:42It will be molar only.
00:36:44So will the upper unit be of concentration?
00:36:46Tell me.
00:36:48And the lower unit?
00:36:50And what is the unit of time now?
00:36:52Tell me tomorrow. Will you be able to convert it in seconds?
00:36:54I will ask that question.
00:36:56Now tell me what should I write?
00:36:580.02 molar per minute
00:37:00Whether you write it like this
00:37:02or like this
00:37:04molar per liter per minute
00:37:06Minus 1 means per.
00:37:08Yes or no?
00:37:10One minute.
00:37:12Was there anything in this question?
00:37:14What did you do?
00:37:16Did you apply the formula?
00:37:18Did you get the answer?
00:37:20Whose formula did you apply?
00:37:22Why did you apply the rate formula?
00:37:24This is a good question.
00:37:26Why did you apply the rate formula?
00:37:28If the force asks, whose formula will you apply?
00:37:32If the rate asks, whose formula will you apply?
00:37:34What is the big deal in this?
00:37:36But this is what you are worried about.
00:37:38Sir, which formula did you apply?
00:37:40There is a formula of rate, delta C.
00:37:42Yes or no?
00:37:44But there is a twist in the story.
00:37:46Suppose
00:37:48If I
00:37:50say something
00:37:52like this
00:37:54Will every child tell me the unit of rate?
00:37:56Tell me.
00:37:58Try to tell me the unit of rate.
00:38:00What is the formula of rate?
00:38:02Delta C by delta t.
00:38:04So, it will be molar per liter per unit time.
00:38:06So, it will be molar per liter per unit time.
00:38:08It is okay if I write capital M
00:38:10for molar per liter.
00:38:12Sometimes it will be second.
00:38:14Hello!
00:38:16What if I have to write in pressure?
00:38:18Atm per unit time.
00:38:20Yes or no?
00:38:22Is the unit of pressure only Atm?
00:38:24Bar is also there.
00:38:26MMHG is also there.
00:38:28Tor is also there.
00:38:30Pascal is also there.
00:38:32Hello!
00:38:34Do you remember all the relations?
00:38:36No, I will tell you now.
00:38:38If there was pressure, we could have written Atm,
00:38:40Bar, and many more.
00:38:42Every child should remember
00:38:44a small childhood fact.
00:38:46One Atm
00:38:48is almost
00:38:50of one bar.
00:38:52Actually,
00:38:54it is 1.01,
00:38:56but we write it as 1.
00:38:58And that is
00:39:00equal to 760
00:39:02MMHG.
00:39:04And this is equal to
00:39:06760 Tor.
00:39:08This is equal to 76 cmHg.
00:39:10And this is
00:39:12equal to 10 to the power 5
00:39:14Pascal.
00:39:16Do you remember
00:39:18how many meters per kilometer?
00:39:20Even a small child remembers.
00:39:22Now, you have passed the 12th class.
00:39:24So, you will have to remember this also.
00:39:26How many meters per kilometer?
00:39:281000.
00:39:30We should also remember all the units of pressure.
00:39:32How much is 1 Atm per bar?
00:39:34How much is MMHG?
00:39:36How much is Tor?
00:39:38How much is cmHg?
00:39:40Millimeter is changed to centimeter.
00:39:42So, 10 is removed.
00:39:44So, it is 76.
00:39:46And how much is Pascal?
00:39:48Alright.
00:39:50Did we learn the formula of rate?
00:39:52Yes, sir.
00:39:54Did we learn the unit of rate?
00:39:56Yes, sir.
00:39:58Wait a minute.
00:40:00Is the unit of rate
00:40:02for reactant,
00:40:04product or reaction?
00:40:06It is for all.
00:40:08It is a question of exemplars.
00:40:10We have given 4 options.
00:40:12What is the unit of rate of reactant?
00:40:14Unit of rate of product?
00:40:16I would like to draw your attention
00:40:18to a small thing.
00:40:20Imagine, my dear students,
00:40:22I have a reaction.
00:40:24What is the reaction?
00:40:28Is it a reaction?
00:40:30No, sir. Yes.
00:40:32Who is the reactant?
00:40:34Who is the product?
00:40:36Visualize it.
00:40:38Visualization is the best way
00:40:40to study.
00:40:42Do you understand?
00:40:44Which reaction?
00:40:46Visualize it.
00:40:48Imagine it. Feel it.
00:40:50I have told you that it is a reaction.
00:40:52Imagine a vessel.
00:40:54What is being made out of A?
00:40:56Do not close your eyes and imagine.
00:40:58What is being made out of A?
00:41:00Let us assume that
00:41:02its value is 10.
00:41:04So, what is the value of product?
00:41:06How do you know this?
00:41:08What is the meaning of
00:41:10t is equal to 0?
00:41:12When the reaction started,
00:41:14it came here.
00:41:16You added reactant to it.
00:41:18Now, it is 11.
00:41:20Now, what is t is equal to 0?
00:41:22It is 11.
00:41:24t is equal to 0 means
00:41:26when you studied it.
00:41:28Now, you studied it for 5 minutes.
00:41:30How many moles did you add?
00:41:32How many minutes passed?
00:41:34It became 5 at 11.
00:41:36I saw that you added 10 moles.
00:41:38Only 2 moles are left.
00:41:40That means 8 moles.
00:41:42It was a simple calculation.
00:41:44How many moles did you add?
00:41:46Let us assume that it was 5 minutes.
00:41:48Or let us say 5 seconds.
00:41:50We are studying moderately.
00:41:52This is 5 seconds.
00:41:54Now, in 5 seconds,
00:41:564 moles are left.
00:41:58So, how many moles are left?
00:42:00Wow!
00:42:02So, my dear students,
00:42:04can I say that it is 10 minus 6?
00:42:06If 6 moles are left,
00:42:08then it will become 4.
00:42:10What is the stoichiometry of this?
00:42:12And what is the stoichiometry of this?
00:42:14So, if 1 goes from here,
00:42:16I will not go there.
00:42:18What if 1 goes?
00:42:20What if 2 goes?
00:42:22What if 3 goes?
00:42:24What if 4 goes?
00:42:26What if 5 goes?
00:42:28What if 6 goes?
00:42:30Sir, why did 6 go?
00:42:32It just came to my mind.
00:42:34What if 4 goes?
00:42:36How many moles will be left?
00:42:38Initial concentration of A.
00:42:40Initial concentration of A.
00:42:42Final.
00:42:44How many students will solve the rate of reactant?
00:42:46Will you be able to solve the formula of rate?
00:42:48Tell me the formula of rate.
00:42:50Delta C by Delta T.
00:42:52Delta P by Delta T.
00:42:54Tell me the formula of rate.
00:42:56Delta C by Delta P.
00:42:58How many formulas were there for moles?
00:43:00Weight and volume.
00:43:02Whose story is going on now?
00:43:04Whose rate am I solving?
00:43:06Product or reactant?
00:43:08Whose rate am I solving?
00:43:10Product or reactant?
00:43:12Do you remember the formula?
00:43:14Delta C by
00:43:16Final minus
00:43:184 minus
00:43:206 minus 10 or 4 minus 10?
00:43:22Sir, final is 4.
00:43:246 has gone.
00:43:26So, when you do 4 minus 10,
00:43:28how many moles will be left?
00:43:30Minus 6.
00:43:32Minus 6.
00:43:34Did you find it strange?
00:43:36What?
00:43:38Did you find it strange to get minus?
00:43:40How did you find it strange?
00:43:42Not like this.
00:43:44You went to the vegetable shop.
00:43:46You said, brother, give me minus 5 for apple.
00:43:48Now, will he find it strange or not?
00:43:50Why will he find it strange?
00:43:52Why?
00:43:54Physical quantities cannot be negated.
00:43:56Physical quantities cannot be negated.
00:43:58Whichever we can feel,
00:44:00is it ever negative?
00:44:04Velocity is called negative
00:44:06because of direction.
00:44:08Speak up.
00:44:10Can its weight ever be negative?
00:44:12What is there is there,
00:44:14so it is positive.
00:44:16What is not there is zero.
00:44:18What does negative mean?
00:44:20If you did not take apple,
00:44:22it is zero.
00:44:24What is the meaning of negative?
00:44:26Negative is something physical.
00:44:28But it is negative.
00:44:30It is negative.
00:44:32So, have we made the formula wrong?
00:44:34Then why is it negative?
00:44:36NCIT said,
00:44:38the formula you have made
00:44:40is not wrong.
00:44:42Listen to my words carefully.
00:44:44The formula you have made is wrong.
00:44:46But the reactant's answer is correct.
00:44:48It is negative.
00:44:50But when will the rate be negative?
00:44:52Because the rate can never be negative.
00:44:54That is why
00:44:56we have put
00:44:58minus before the formula.
00:45:02Didn't you understand?
00:45:04By putting minus,
00:45:06we are not negating it.
00:45:08By putting minus,
00:45:10we are making it positive.
00:45:12With the help of negative,
00:45:14we are making it positive.
00:45:16Are you able to understand?
00:45:18If we negate this,
00:45:20what is the result?
00:45:22Why don't you make the minus formula?
00:45:24Didn't you get it?
00:45:26But will this problem come in the product or not?
00:45:28Sometimes,
00:45:30there is a problem of negative in the product.
00:45:32So, now we have said that
00:45:34actually,
00:45:36sometimes put minus,
00:45:38sometimes put plus.
00:45:40Use your brain and tell
00:45:42whether you will put minus in the reactant or in the product.
00:45:44Will you put minus in the reactant or in the product?
00:45:46Have you completed your school paper?
00:45:48Does anyone have 12th grade?
00:45:50Tell me.
00:45:52Our children are very clever.
00:45:54They say, sir, to show this formula to the world,
00:45:56what is the concept?
00:45:58The concept is that when the rate is going to be negative,
00:46:00whenever it comes to minus,
00:46:02we make it plus.
00:46:04Where is the problem of minus and plus?
00:46:06Yes or no?
00:46:08Why do you have to remember?
00:46:10When the rate is going to be negative,
00:46:12when it comes to negative,
00:46:14what do you have to do?
00:46:16It is over.
00:46:18Suppose I didn't know the formula of minus.
00:46:20I didn't know the formula of minus.
00:46:22So, how much did I get in the end?
00:46:24Minus 6 by 5.
00:46:26I know the concept of when the rate is going to be negative.
00:46:28In the end, I will write the answer 6 by 5.
00:46:30Hello,
00:46:32tick the option or tick 6 by 5.
00:46:34Because when the rate is going to be negative,
00:46:36you will write the next point.
00:46:38Did you write this point?
00:46:4010 power 5.
00:46:42Have you written the unit of pressure?
00:46:44Write it.
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