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A Level · Cambridge (CIE) · 9701

Predict qualitative concentration effects on electrode potential

Use the redox couple and the reaction quotient to predict how changing aqueous ion concentrations shifts electrode potential.

Electrochemistry · Cambridge International AS & A Level Chemistry 9701 · 24.2

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 24. Treat all tabulated electrode potentials as reduction potentials; state conditions, phases, signs and units. Written practice is self-checked

Before you begin

  • Use AS redox half-equations, oxidation states, mole ratios, current and charge.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

For Ox + ne⁻ ⇌ Red, which concentration ratio controls the qualitative shift?

What you will learn

  • Use the oxidised and reduced forms in a half-equation
  • Predict how changing concentration shifts E
  • Distinguish concentration effects from changing the standard potential

Concentration changes the actual potential, not E°

E° is defined for standard conditions. If aqueous concentrations change, the electrode potential E changes; the tabulated E° remains the standard reference value.

For Ox + ne⁻ ⇌ Red, increasing [Ox] relative to [Red] tends to make reduction more favourable and E more positive. Increasing [Red] relative to [Ox] tends to shift E in the negative direction, assuming other conditions are fixed.

Treat pure solids and liquids separately

Pure solids and liquids do not appear in the concentration ratio for the electrode potential. For Cu²⁺(aq) + 2e⁻ ⇌ Cu(s), the ion concentration changes E while the pure copper solid has activity treated as constant.

For Fe³⁺(aq) + e⁻ ⇌ Fe²⁺(aq), compare [Fe³⁺]/[Fe²⁺]. Increasing the oxidised-to-reduced ratio makes the reduction potential more positive; changing both concentrations in the same proportion leaves the ratio unchanged.

Pause and explain

If [Ox]/[Red] increases, which direction does the reduction potential tend to shift?

Put the idea to work

Worked example

For Cu²⁺(aq) + 2e⁻ ⇌ Cu(s), predict qualitatively how lowering [Cu²⁺] affects E.

Show the worked solution
  1. Cu²⁺ is the oxidised form in the reduction half-equation.
  2. Lowering [Cu²⁺] reduces the oxidised-to-reduced ratio.
  3. Reduction is less favoured and E becomes less positive.

Answer Lowering [Cu²⁺] makes the Cu²⁺/Cu electrode potential less positive; E° is unchanged because only the actual concentration has changed.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

What happens to E for Fe³⁺/Fe²⁺ if [Fe³⁺] increases while [Fe²⁺] stays constant?

Give me a hint

Compare the oxidised-to-reduced ratio.

Compare my reasoning
  1. Fe³⁺ is the oxidised form.
  2. The ratio [Fe³⁺]/[Fe²⁺] increases.
  3. The reduction potential becomes more positive.

E becomes more positive; E° itself is unchanged.

Look for these in your work

  • Oxidised form identified
  • Ratio direction correct
  • E and E° distinguished
2 · Independent

For Cu²⁺/Cu, what happens to E if [Cu²⁺] is multiplied by ten at constant temperature?

Give me a hint

The pure Cu(s) term is constant; the oxidised ion concentration changes.

Compare my reasoning
  1. [Cu²⁺] increases tenfold.
  2. The oxidised-to-reduced ratio increases.
  3. E shifts in the positive direction.

E becomes more positive. Cu(s) does not enter the concentration ratio; only [Cu²⁺] changes.

Look for these in your work

  • Aqueous species used
  • Solid omitted
  • Potential direction correct
3 · Transfer

A student reports that doubling both [Fe³⁺] and [Fe²⁺] doubles E. Explain why that conclusion is not supported by the qualitative ratio.

Give me a hint

Check what happens to [Fe³⁺]/[Fe²⁺].

Compare my reasoning
  1. Both numerator and denominator double.
  2. Their ratio is unchanged.
  3. The Nernst concentration term is therefore unchanged at fixed temperature.

The ratio [Fe³⁺]/[Fe²⁺] is unchanged when both concentrations are doubled, so the concentration-dependent potential term does not change; E° is also unchanged.

Look for these in your work

  • Ratio evaluated
  • Equal scaling recognised
  • E and E° response distinguished

Common mistakes

  • Changing E° when only the solution concentration changes
  • Including a pure metal solid in the concentration ratio
  • Reversing oxidised and reduced forms
  • Predicting a shift without stating which concentration changed
Recall without your notes

What can you explain now?

For Ox + ne⁻ ⇌ Red, which concentration ratio controls the qualitative shift?

Compare with the explanation

[Ox]/[Red]

Ox is reduced and Red is the reduced form.

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Make it stick

How does the oxidised-to-reduced concentration ratio shift E while leaving the standard value E° fixed?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Chemistry

Course scope and assessment

Four hundred and forty-two original lessons map the published learning outcomes across AS Chemistry Topics 1–22 and A Level Topics 23–37, with guided, independent and transfer practice and explained answers. Every numbered subject-content topic and listed outcome tag now has a mapped lesson sequence. Topic 32 maps all 12 hydroxy-compound outcome tags in 11 lessons; Topic 33 maps all 15 carboxylic-acid and derivative outcome tags in 16 lessons; Topic 34 maps all 22 nitrogen-compound outcome tags in 20 lessons; Topic 35 maps all 12 polymerisation outcome tags in 16 lessons; Topic 36 maps all four organic-synthesis outcome tags in 14 lessons; Topic 37 maps all 22 chromatography and NMR outcome tags in 18 lessons. Cambridge's 2028–2030 Version 1 syllabus states that there are no significant changes which affect teaching from the preceding edition; the routes are aligned to that edition. This is 37 of the 37 numbered subject-content topics. Full cumulative exam assessment, Paper 3 laboratory competence, Paper 5 investigation practice and human subject-teacher review remain outstanding. Written practice is self-checked and does not certify exam readiness.

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