Learning outcomes

On completion of the course, the student should be able to:

• apply Nernst equation and the Tafel equation to different electrochemical systems
• define the term overpotential, explain its origin and the relationship between current and potential for some types of electrochemical cells
• predict how the conductivity of an electrolyte depends on the electrolyte concentration and type and explain the origin of ion conductivity in some solid electrolytes
• apply some common electrochemical methods to electrochemical systems and explain which type of information that can be obtained with these techniques
• describe different types of corrosion as well as explain the origin and course of the corrosion processes
• record polarisation curves for different materials and explain which type of information that can be obtained with this technique
• calculate corrosion rates and describe some common methods used to prevent or control corrosion processes
• explain the function of batteries and fuel cells.

Content

General electrochemical concepts. Introduction to electrochemistry: thermodynamics, electrode potentials, galvanic and electrolytic cells, electrode kinetics, dynamic electrochemistry, mass transport by migration, diffusion and convection, diffusion layers. Conductivity. Liquid and solid electrolytes. Solid and liquid ionic conductors. The electrochemical double layer. Overpotentials. Electrochemical instrumentation and techniques. Potentiostatic and galvanostatic experiments. Cyclic voltammetry, chronoamperometry, chronopotentiometry. Électrochemical syntheses of solid materials. Solid state electrochemistry. Intercalation processes. Corrosion. Types of corrosions and corrosion protection. Mixed potentials. Corrosion rates. Polarisation curves.

Experimental work illustrating selected parts of the theoretical content.

Instruction

Lectures, seminars, laboratory work.

Assessment

Written examination at the end of the course (4 credits). Passed laboratory course is required and is assigned 1 credit.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.