• Thermodynamics
• Kine0cs
• Equilibrium
• Acids
&
Bases
• Buffers
• Solubility
Product
• Electrochemistry
• Nuclear
Chemistry
• Organic
Chemistry
1
Student Preparation Strategy
My strategy to get students to read the sections of the chapter I am planning to cover in
the class would include the following:
1) Briefly outline the main concepts to be covered in the lesson. In the example
provided on the next pages, I am planning a lesson on Le Chatelier’s Principle,
one of the Chapter goals for Chemical Equilibrium. The ‘hook’ to entice them into
reading the chapter will be a practical application of Le Chatelier’s Principle known
as the Haber Process for commercially manufacturing ammonia.
2) I include a picture of the Haber Process from the textbook to pique their interest.
3) They must read the chapter sections, watch a short youtube video and then
complete a table which requires comprehension of Le Chatelier’s Principle and
critical thinking.
4) This CPA will be worth 2% of their assignment grade.
Example of my Student Preparation Strategy
CHEM 1412 Chapter 17 - Chemical Equilibrium
Lesson: Chemical Equilibrium – Applying Le Chatelier’s Principle
What’s it About? Disturbing a system at equilibrium and exploiting Le Chatelier’s
Principle for commercial gain. We will discuss in detail the process of making ammonia,
a practical application of Le Chatelier’s Principle.
Why should you care about how NH3 is made? Because we need ammonia to make
fertilizer, explosives, and many pharmceuticals, and you need to learn about Chemical
Equilibrium.
Why should you do this Class Preparation Assignment? Because it is worth 2% of
your assignment grade and you will get more out of the class.
Class Preparation Assignment:
1) Read Chapter 17-6 and 17-7 in your Chemistry text
2) Watch the video on the ammonia making process (10 minutes):
https://www.youtube.com/watch?v=Tt6diRJli6Q
3) How would the equilibrium of the reaction be influenced by the following
changes?
N2(g) + 3H2(g) 2NH3(g) ∆H⁰rxn = -92 kJ/mol
Change Effect on Reaction
a) Increasing reaction temperature (Shift to Right or Left or no shift)
b) Decreasing the container volume
c) Increasing the concentration of H2
d) Introducing a platinum catalyst
e) Decreasing the concentration of NH3
BOPPPS LESSON PLAN
COURSE: CHEM 1412 - General Chemistry II
Lesson Title: Chemical Equilibrium - Applying Le Chatelier's Principle
Bridge: I will start by telling the students a story about Joe, the owner of a pharmaceutical company, who asked his chemist to
review the steps involved in synthesizing a promising drug to see if she could increase the low yield so he could make a profit by
commercializing the drug. She decides that the best way to improve the yield of the drug is to take advantage of Le Chatelier’s
principle. By removing water, the product of one of the key steps in the synthesis, she is able to triple the yield, and Joe is able to
make huge profits from the drug. I will then move on to explaining the Haber Process, the industrial manufacturing process to make
ammonia. I will talk about how this process has changed the world because ammonia is such an important starting material for many
reactions that are used to manufacture important commodities such as drugs, explosives, and fertilizers.
Estimated time: 10 minutes
Course Student Learning Outcome:
Apply the principles of equilibrium to aqueous systems using Le Chatelier’s Principle to predict the effects of concentration, pressure,
and temperature changes on equilibrium mixtures.
Learning Objectives: By the end of this lesson, students will be able to:
1. By the end of this lesson, the student will be able to predict the effect of disturbing a system at equilibrium that can occur by
changing the concentration of both reactants and/or products, by changing the temperature, or by changing the pressure of the
system. The effect will be a shift of the equilibrium to the right or left of the reaction equation. (comprehension, synthesis)
2. By the end of this lesson, the student will be able to predict the effect of disturbing a system at equilibrium that can occur by
changing the concentration of both reactants and/or products, by changing the temperature, or by changing the pressure of the
system. The effect will be a shift of the equilibrium to the right or left of the reaction equation. (application, evaluation)
Pre-Assessment: My pre-assessment method of choice is to administer a short multiple choice quiz using Poll Everywhere. The
questions are designed to allow me to determine their knowledge of reversible reactions and also whether they have prepared for the
lesson by doing the reading assignment.
Estimated time:
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:
4 questions with Bloom’s level identified
New instructional technology you are trying
At least one classroom assessment technique (CAT)
Time Instructor Activities Learner Activities Lesson Materials
15 I will discuss the commercial limitations of the Answer question: what is Le Chatelier's principle? Slide showing
min. equilibrium reaction between N2 and H2 and (knowledge); Why does a catalyst not affect the limitations of ammonia
the Haber Process solution to ammonia equilibrium constant?(knowledge, comprehension) reaction,
production. Show students the PhET Students will predict how a change in reaction slide with Haber
reversible reaction simulator and conditions will impact the equilibrium and then solution and link to
demonstrate the reaction. condition changes observe the demonstration of the simulation so PhET reversible
they suggest using the simulator they can see how their prediction compares to the reactions simulator
simulation outcome.
10 Explain the concept of Q vs K and how it is Answer question: can you think of an easy way to slides, hand-out notes
min. used to predict a shift when concentrations of remember the direction of the shift if Q>K or Q<K (modified notes created
both products and reactants have changed (comprehension, analytical, synthesis) by Dr. K. Abayan)
10 Explain how to set up ICE tables based on Answer question: do we subtract or add 'x' in the slides, hand-out notes
min. the Q analysis and calculate new equilibrium change column? (analysis, comprehension) (modified notes created
concentrations by Dr. K. Abayan)
15 Have class split into groups of 4 and assign a One person from each group writes the Q analysis slides, hand-out notes
min. different problem to each group from hand- and ICE table on the board and another explains (modified notes created
out. their table to the class. Provide an example of a by Dr. K. Abayan)
reaction where the product yield can be improved
by implementing Le Chatelier’s principle.
(comprehension, synthesis, evaluation)
Post-assessment: My formative post-assessment will be based upon the quality of responses and level of participation from the
students that I observe while working through the interactive problem solution on the board with them at the end of the lesson in
addition to the answers I get to the question on improving product yield (see Summary).
Estimated time: 5 minutes (simultaneous with Summary time)
Summary: I will close the lesson by asking them to provide me with an example of a reaction where the product yield can be
improved by implementing Le Chatelier’s Principle, and then work through solving a complex equilibrium problem on the board,
soliciting their input through each step, and reviewing all of the concepts and techniques covered in the lesson as we progress
through the solution together.
Estimated time: 5 minutes
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)
A Practical Application of Equilibrium:
The Haber Process
N2(g) + 3 H2(g) !#Fe &#met#al ox#ides#" 2 NH3(g) $Ho = %92.22 kJ
This reaction is run at a T = 450oC and P of N2 =200 to 1000 atm.
$G<0 which is favorable.
$H<0 is also favorable.
$S<0 which is unfavorable.
However the reaction kinetics are very slow at low temperatures.
Haber's solution to this dilemma.
2
A Practical Application of Equilibrium:
The Haber Process
h"ps://www.youtube.com/watch?v=Tt6diRJli6Q
3
Disturbing a System at Equilibrium:
Predictions
Example 17-9: Given the reaction below at equilibrium
in a closed container at 500oC. How would the
equilibrium be influenced by the following?
N 2(g) + 3 H2(g) →←2 NH3(g) ΔH o = −92 kJ/mol
rxn
Factor Effect on reaction procedure
a. Increasing the reaction temperature
b. Decreasing the reaction temperature
c. Increasing the pressure by decreasing the volume
d. Increase the concentration of H2 4
e. Decrease the concentration of NH3
f. Introducing a platinum catalyst
PhET
Reversible
ReacAon
Simulator
h"ps://phet.colorado.edu/en/simulaAon/legacy/reversible-‐reacAons
Disturbing a System at Equilibrium:
Predictions
Example 17-11: How will an increase in temperature
affect each of the following reactions?
Reaction Effect on Equilibrium
a. 2 NO2(g) →← N2O4(g) ΔH o <0
rxn
b. H2(g) + Cl2(g) →← 2 HCl(g) + 92 kJ
c. H2(g) + I2(g) → 2 HI(g) ΔH = +25 kJ
6
Disturbing a System at Equilibrium:
Calculations
Example 17-12: An equilibrium mixture from the
following reaction was found to contain 0.20 mol/L of
A, 0.30 mol/L of B, and 0.30 mol/L of C. What is the
value of Kc for this reaction?
A(g) !"B(g) + C(g)
Equil. []'s 0.20M 0.30M 0.30M
K c = [B][C] = (0.30)(0.30) = 0.45
[A] (0.20)
7
Disturbing a System at Equilibrium:
Calculations
• If the volume of the reaction vessel were suddenly
doubled while the temperature remained constant,
what would be the new equilibrium concentrations?
1 Calculate Q, after the volume has been doubled:
A(g) !"B(g) + C(g)
Equil. []'s 0.10 M 0.15 M 0.15 M
Q= [B][C] = (0.15)(0.15) = 0.22
[A] (0.10)
8
Disturbing a System at Equilibrium:
Calculations
• Since Q<Kc the reaction will shift to the right to re-
establish the equilibrium.
2 Use algebra to represent the new concentrations.
A(g) !! B(g) + C(g)
0.15M 0.15M
New initial []'s 0.10M +x M +x M
Change -x M
New Equil. []'s (0.10-x) M (0.15+x) M (0.15+x) M
9
Disturbing a System at Equilibrium:
Calculations
K = [B][C] = 0.45 = (0.15 + x)(0.15 + x )
[A] (0.10 ! x)
c
Solve this quadratic equation
0.045-0.45x=0.0225+0.30x+x2
x2 + 0.75x ! 0.0225 = 0
10
Disturbing a System at Equilibrium:
Calculations
x= -b± b2 − 4ac
2a
x = − 0.75 ± (0.75)2 − 4(1)(− 0.0225)
2(1)
x= − 0.75 ± 0.81 = −0.78 and 0.03 M
2
11
Disturbing a System at Equilibrium:
Calculations
Since 0 < x < 0.10, we can discard - 0.78 as an answer.
The only posible value is x = 0.03 M.
[A] = (0.10 − x) M = 0.07 M
[B]= [C]= (0.15 + x) M = 0.18 M
These are the new concentrat ions after
the equilibriu m has been disturbed.
12
1
Chapter 17 Chemical Equilibrium
Not all reactions are one way reactions as we’ve seen in the past as seen by the one way
arrow.
aA + bB → cC + dD
In fact many chemical reactions can occur in either direction, called reversible reactions. This
is denoted by the double-sided arrow, .
aA + bB cC + dD
Important: Remember represent chemical equilibrium and is not the same as ↔.
The double headed arrowed represent resonance structures. Do not use the double-
headed arrows ↔. for equilibrium problems.
17.1 Basic Concepts
Chemical equilibria is dynamic; that is individual molecules are continually reacting even though
the overall composition of the reaction mixture does not change.
2
Important: Ultimately chemical equilibrium is reached when the rate of the forward reaction is
equal to the rate of the reverse reaction:
17.2 The Equilibrium Constant
Reminder: Chemical equilibrium is reached whe the rate of the forward reaction is equal to the
rate of the reverse reaction
Consider the following one step reaction:
aA + bB cC + dD
Using concepts from rate kinetics
The rate expression for the forward reaction is:
= [][]
3
The rate expression for the reverse reaction is:
= [][]
At chemical equilibrium the rate forward = rate reverse
=
[][] = [][]
Taking the ratio of kr/kf
[][]
= [][]
The ratio of kr/kf is what’s now the equilibrium constant (K) sometimes denoted as Keq
[][]
= [][]
The equilibrium constant is a ratio of the equilibrium concentration of the products over the
equilibrium concentration of the reactants.
What are the units of K? There are no formal units of K, because they don’t make any sense.
Important features of K you should know!
1. K is dependent on temperature so, if a K is listed it’s specified for a reaction at a certain
temperature.
2. K does not depend on the “initial concentrations”. What does depend on the “initial
concentrations” is the reaction quotient, Q.
3. K measures the extent of the reaction:
a. If K > 1 that means there are more products than reactants at equilibrium
b. If K < 1 that means there are more reactants than products at equilibrium.
c. If K = 1 that means there are equal amounts of products and reactants at
equilibrium.
4. K is related to a balanced chemical equation.
4
5. Pure solids and pure liquids are never expressed in the equilibrium expression.
Example: A 5.00 L container is filled with nitrogen and hydrogen at 500.˚C. When
equilibrium is established, 3.01 mol of N2, 2.10 mol of H2 and 0.565 mole of NH3 are present.
Evaluate Kc for the following reaction at 500.˚C
N2 (g) + 3 H2 (g) 2 NH3 (g)
How to begin to approach almost every equilibrium problem:
1. Rewrite the reaction and ensure the reaction is balanced
2. Write the equilibrium expression to the right of your reaction as you will need space
below to create a RICE/ICE Diagram. Double check if you’ve included pure solids or
pure liquids in the expression. If you did you made a mistake!!
3. Ask yourself if there are any initial concentrations given and fill in the appropriate
information. Important: The RICE/ICE charge is always in units of Molarity be sure you
are entering in molarity
4. The change is represented +/- n*x (where n is the stoichiometry coefficents) the +/-
depends on the direction of the reaction!
5. Ask yourself are there any equilibrium concentrations given and fill in the appropriate
information. Important: The RICE/ICE chart is always in units of Molarity - be sure you
are entering concentrations in molarity
a. If anything is missing in the Equilibrium Concentration portion you add down!
6. Anything that is found in the Equilibrium portion of the chart is plugged into the
Equilibrium expression of your chart.
7. Solve!
Reaction
Initial Conc.
Change Conc.
Equilibrium Conc.
5
Example: A 2.00 L container is charged with 10.0 moles of N2O at a certain temperature, where
it decomposes to:
2 N2O (g) 2 N2 (g) + 3 O2 (g)
At equilibrium, 2.20 moles of N2O remain. Calculate the value of Kc for this reaction
17.3 Variation in Kc with the form of the Balanced
Equation
Consider the following balanced chemical reaction
aA (g)+ bB (g) cC (g)+ dD (g) K = 1.8E-5
Write the equilibrium expression for the above reaction.
What would happen to the value of K if we reversed the reaction?
6
What is the relationship between the original K and the new K*?
What would happen to value of K if we doubled the reaction?
What is the relationship between the original K and the new K*.
What if the overall reaction happened in mechanistic steps?
aA (g)+ bB (g) mM K1 = 1.80E-5
mM cC (g)+ dD K2 = 5.56E-10
Implications of the Equilibrium Constant K 7
Keq
Original Reaction reactants products
Reverse products reactants K* = 1/Keq
Factor n * reactants n *products K* = (Keq)n
reactants intermediates Keq1
Keq2
Sequence of Reactions intermediates products
K*rxn = Keq1* Keq2
reactants products
Example: You are given the following chemical equation and its equilibrium constant at a given
temperature.
2 HBr (g) + Cl2 (g) 2HCl (g) + Br2 (g) Kc = 4.0E4
What is the value of K for the following reactions at the same temperature?
a) 4 HBr (g) + 2 Cl2 (g) 4HCl (g) + 2 Br2 (g)
b) HCl (g) + ½ Br2 HBr (g) + ½ Cl2
16.4 The Reaction Quotient
Consider the following balanced chemical reaction
aA (g)+ bB (g) cC (g)+ dD (g)
Not all reactions start at equilibrium. In fact, if one considers what is done in the lab, you start
with many reactions at initial concentrations
8
Note: The most important feature is that it tells you the direction of the reaction. You’ve already
done some of this intuitively. For example, what is the direction of the reaction if you have
nothing but reactants?
You can determine the direction of the reaction both intuitively and mathematically. How is this
done mathematically? The reaction quotient, Q, is written in the same manner as K.
Example: At a very high temperature, Kc = 65.0 for the following reaction.
2HI (g) H2 (g) + I2 (g)
The following concentrations were detected initially in a mixture. Is the system at
equilibrium? If not in which direction must the reaction proceed for equilibrium to be
established?
[HI] = 0.500 M [H2]=2.80 M [I2]=3.40 M
How do you determine if the reaction is at equilibrium and the direction of the reaction?
1. Rewrite the reaction and ensure the reaction is balanced
2. Write the reaction quotient expression, Q, to the right of your reaction as you will need
space below to create a RICE/ICE chart. Double check if you’ve included pure
solids or pure liquids in the expression. If you did you made a mistake!!
3. Ask yourself are there any initial concentrations given and fill in the appropriate
information. Note: Often we use the initial concentrations to determine the direction of
the reaction before proceeding to change. Important: The concentrations in the
RICE/ICE chart are always in units of Molarity. Be sure you are entering concentrations
in molarity.
4. Anything that is found on the initial line gets plugged into the Q expression
5. Solve for Q
Reaction
Initial Conc.
Change Conc.
Equilibrium Conc.
9
1. Once the value of Q is determined, compare Q to K, by using the number line method,
which K places in the center of the number line.
Implications of the Reaction Quotient in relationship to Keq.
If Q < K, there are more reactants than products therefore the reaction proceeds to
the right.
If Q > K, there are more products than reactants therefore the reaction proceeds to
the left.
If Q = K, there are more reactants than products therefore the reaction proceeds to
the right.
10
16.5 Uses of the Equilibrium Constant
Example: “The equation for the following reaction and the Kc at a certain temperature are
given. An equilibrium mixture in a 1.0 liter container contains 0.25 mol of PCl5 and 0.16 mol of
PCl3. What equilibrium concentration of Cl2 must be present? Kc=1.9
PCl3 (g) + Cl2 (g) PCl5 (g)
Example: For the following reaction, the equilibrium constant is 49.0 at a certain
temperature. If 0.400 mols each of A and B are placed in a 2.00 L container at that
temperature, what concentrations of all species are present at equilibrium?
A + B C + D K = 49.0
11
Example: Consider the same system as the one above. If 0.300 mol of A, 0.200 mol B, 0.800
mol C and 0.100 mol D are initially placed in a container and are allowed to reach equilibrium,
what are the equilibrium concentrations of all species?
Example: The equilibrium constant at a certain temperature for the reaction below is 100:
H2(g) + I2(g) 2HI(g) Kc = 100
If 1.00 mol each of H2(g) and I2(g) are placed in a 1.00 L flask, what will be the concentration of
each gas when the reaction is allowed to reach equilibrium at the given temperature?
12
17.6 Disturbing a System at Equilibrium: Predictions
Important Principle: once a reacting system has reached equilibrium, it remains at equilibrium
until it’s disturbed by some change in conditions.
Le Chateliers Principle: If a system at equilibrium is disturbed by a change in the conditions
(adding a stress to the system), the system will shift in the direction that relieves the stress to re-
establish equilibrium.
Consider the following balanced reaction:
A(aq) + B(s) C (aq)+ D(l)
1. Changes in Concentration (changes Q, the reaction quotient!)
Stress Q Direction Shift?
Increase concentration of A Q<K A(aq) + B(s) C (aq)+ D(l)
Increase concentration of C Q>K
Increase concentration of B or D No change Shift Right →
Decrease concentration of A Q>K Shift Left ←
Decrease concentration of C Q<K
No Change
Shift Left ←
Shift Right →
2. Changes in pressure or volume (For reactions that involve gases)
Think of a closed box containing the balanced chemical reaction
A (g) + 2B (g) 3C (g) + 4D (g)
What would happen to the pressure inside the box if you squeeze the box? The
pressure inside the box will increase.
A (g) + 2B (g) 3C (g) + 4D (g)
How does the reaction respond to the increasing pressure? To re-establish equilibrium,
you want to go to the side that has less moles of gas.
What would happen to the pressure inside the box if you increase the volume of the
box? The pressure inside the box decreases!
A (g) + 2B (g) 3C (g) + 4D (g)
13
How does the reaction respond to the decreasing pressure? To re-establish equilibrium you
want to go to the side which has more moles of gas.
3. Changes in temperature
If the reaction is endothermic, treat the heat energy as it if were a reactant.
If the reaction is exothermic, treat the heat energy as it if were a product.
Think about how the reaction would respond if you increased or decreased the temperature of
the system.
Example: Consider the following system at equilibrium
N2(g) + 3H2(g) 2NH3(g) ∆H° = –92.4 kJ
How does the equilibrium shift if:
[N2] is increased?
[NH3] is increased?
[NH3] is decreased?
Ptot is increased by compressing the system?
Ptot is increased by the addition of He(g)?
the temperature is increased?
the temperature is decreased?
a catalyst is added
14
Example: Consider the following system at equilibrium:
CO(g) + 2H2(g) CH3OH(g) ∆H° = -90.7 kJ
What will happen to the equilibrium concentration of methanol when:
a) PCO is increased
b) PH2 is decreased
c) the total pressure is increased by addition of helium gas
d) the reaction mixture is compressed
e) the temperature is increased
f) a catalyst is added
Example: Consider the following system at equilibrium
NiO(s) + CO(g) Ni(s) + CO2(g)
Given that this is an exothermic reaction, what will happen to the amount of Ni(s) when:
a) the temperature is increased
b) PCO2 is increased
c) PCO is increased
d) the mass of NiO is increased
e) the total pressure is increased by addition of He
f) the total pressure is increased by compressing the system
Important: A catalyst only increases the rate of a reaction but it has no effect on equilibrium of
a system. The reaction just reaches equilibrium faster.
15
17.8 Disturbing a system at Equilibrium: Calculation
Example: Some hydrogen and iodine are mixed at 299˚C in a 1.00 L container. When
equilibrium is reached, the following concentrations are present: [HI] = 0.490 M, [H2]= 0.080 M,
and [I2] = 0.060 M. If an additional 0.300 mol of HI is added, what will the concentrations of
each species be when the new equilibrium is established?
H2 (g) + I2 (g) 2 HI (g)
16
Example: At 22˚C the equilibrium constant, Kc for the following reaction is 4.66 E-3.
A) If 0.800 mol of N2O4 was injected into a closed 1.0 L container at 22˚C, how many moles of
each gas would be present at equilibrium?
B) If the volume was then halved to 0.500L at constant temperature, how many moles of each
gas would be present after the new equilibrium is established?
Test Questions - Formal Assessment
Lesson Objectives to be addressed by this Formal Assessment:
Lesson Objective 1: By the end of this lesson, the student will be able to predict
the effect of disturbing a system at equilibrium that can occur by changing the
concentration of both reactants and/or products, by changing the temperature, or
by changing the pressure of the system. The effect will be a shift of the equilibrium
to the right or left of the reaction equation.
Lesson Objective 2: By the end of this lesson the student will be able to use the
reaction quotient, Q, to compare with the equilibrium constant, K, in order to
complete an ICE (Initial/Change/Equilibrium) table after a system at equilibrium
has been disturbed by changes in either reactant and/or product concentrations.
a) Two Multiple Choice Questions:
1. Consider the following reaction at 445oC, for which Kc is 0.020:
2HI(g) ⇌ H2(g) + I2(g)
If a mixture of H2, I2, and HI in a vessel at 445oC has the following
concentrations: [HI] = 2.0 M, [H2] = 0.50 M and [I2] = 0.10 M, which one of
the following statements concerning the reaction quotient, Qc, is TRUE?
a. Qc = Kc; the system is at equilibrium
b. Qc is less than Kc; more H2 and I2 will be produced
c. Qc is less than Kc; more HI will be produced
d. Qc is greater than Kc; more H2 and I2 will be produced
e. Qc is greater than Kc; more HI will be produced
Bloomberg: knowledge, analysis, evaluation, application
2. For a specific reaction, which of the following statements is TRUE about the
equilibrium constant, K?
a. it always remains the same at different reaction conditions.
b. it increases if the concentration of one of the products is increased
c. it changes with changes in the temperature
d. it increases if the concentration of one of the reactants is increased
e. it may be changed by the addition of a catalyst
Bloomberg: knowledge, comprehension
b) Two other questions: 1. - short answer question and 2. – problem-solving
question
1. Consider the following reaction at equilibrium for which H = -1530.4 kJ:
4NH3(g) + 3O2(g) ⇌ 2N2(g) + 6H2O(l)
In the table below, state how Q will compare to Kc and predict how the
concentration of ammonia at equilibrium will be affected by the following stresses:
Stress Applied Q = Kc, Q > Kc, Predict what will happen to [NH3]
a) decreasing the temperature or Q < Kc (increase, decrease, no change)
b) adding a catalyst
c) doubling the reaction vessel
volume
d) adding more N2(g)
e) removing O2(g)
Bloomberg: knowledge, comprehension, analysis
2. At equilibrium, a 2.50-Liter container was found to contain 1.60 moles of C,
1.60 moles of D, 0.40 moles of A, and 0.40 moles of B for the following reaction:
A(g) + B(g) ⇌ C(g) + D(g)
a) Write the equilibrium expression and calculate the equilibrium constant.
b) If 0.20 moles of B and 0.20 moles of C are added to this system, what will
the new equilibrium concentration of A be? (Hint: you must use Q)
Bloomberg: knowledge, comprehension, application, evaluation
Question #2 is a high level question: The student must have mastered all of the
Equilibrium concepts outlined in both Lesson Objectives in order to analyze and
correctly solve this problem.
Question #1 is a good analysis question because students must be careful in their
assessment of the number of moles of gas on the reactant and product sides of
the reaction. It is easy to overlook the states and include the number of moles of
water in the count, but water is not a gas in this reaction.
Rubric
for
CHEM
1412
Formal
Laboratory
Reports
Section
Outstanding
Above
Average
Satisfactory
Needs
Abstract
Improvement
Abstract
is
a
brief
Abstract
section
Abstract
is
a
Abstract
is
simply
a
Objective
summary
of
the
objective,
consists
of
statement
of
the
summary
of
the
Experimental
the
methodology
used
to
objective,
summary
objective
and
experimental
do
the
experiment,
the
of
procedures,
and
summary
of
procedure.
(1-‐2
Data
&
Results
chemical/physical
concept
either
concept
procedures
used.
points)
tested
or
utilized,
and
covered
by
(2-‐3
points)
calculated
results
experiment
or
Objective
is
missing
obtained,
including
%
results.
(3-‐4
Objective
is
vague
or
incorrectly
error
compared
to
points)
or
unclear
with
stated.
(0
points)
literature
or
accepted
incorrect
or
values.
(5
points)
Objective
is
clearly
missing
Procedures
are
Objective
is
a
clear
and
stated
but
information
(1-‐ copied
directly
from
concise
statement
about
concept(s)
involved
points).
the
Lab
Manual,
or
the
purpose
of
the
in
the
experiment
Procedures
include
do
not
furnish
experiment
related
to
the
is
missing,
(2
sufficient
detail.
enough
information
concept(s)
involved.
(3
points)
Missing
are
on
how
the
points)
Procedures
include
chemical
equations
experiment
was
Experimental
section
sufficient
detail
and
concepts
carried
out.
Missing
includes
a
brief
outline
of
and
should
be
easy
involved
in
are
chemical
steps
followed
with
to
follow.
experiment.
(3-‐4
equations,
figures
or
diagrams
of
Chemical
equations
points)
explanations
of
apparatus
or
set-‐up
if
or
concepts
used
in
results
or
applicable.
It
should
not
experiment
are
not
Data
is
not
theory/concepts
be
copied
directly
from
included
in
the
presented
in
tables
involved
in
the
lab
manual.
Included
section.
(5-‐6
and
is
difficult
to
experiment.
(1-‐3
are
chemical
equations
points)
find.
Unknown
points)
for
any
reactions
and
a
sample
ID
not
Some
or
all
of
the
brief
explanation
of
Data
is
presented
included.
Plots
data
and/or
plots
physical
concepts
used
in
correctly,
including
have
no
title
are
missing
from
experiment.
(7
points)
units
and
and/or
axes
are
not
report.
Data
is
significant
figures,
labeled.
Sample
incorrectly
recorded
Data
is
clearly
and
plots
(if
required)
calculations
are
(eg.,
buret
volumes
accurately
presented
in
include
a
title,
axes
missing
from
reported
to
the
tables
with
correct
units
are
correctly
Results
section.
tenths
instead
of
and
significant
figures;
labeled
and
include
Averages
of
repeat
hundredths).
(0-‐3
plots
(if
required)
include
units.
Sample
trials
have
not
points)
a
title,
axes
are
correctly
calculations
used
been
calculated.
(3-‐
labeled
and
include
units,
to
process
data
are
6
points)
and
trend
lines
including
included.
(6-‐8
equation
of
the
line
and
points)
R2
are
included.
Sample
calculations
used
to
process
data
are
included,
averages
and
standard
deviation
calculated
where
applicable.
Quality
of
data
is
determined
by
comparison
to
actual
or
Discussion
literature
values,
Discussion
section
Discussion
includes
No
discussion
of
including
%
error.
(10
ties
results
to
results
and
results,
just
a
re-‐
Conclusion
points)
objective
to
potential
sources
statement
of
Post-‐Lab
Questions
A
brief
discussion
relating
evaluate
methods
of
errors
but
does
procedures.
(0-‐2
Overall
Writing
the
results
and
how
well
but
does
not
not
relate
the
points)
they
relate
to
the
theory
include
difficulties
results
back
to
the
or
concepts
covered
in
encountered
with
concepts
covered
Conclusion
the
experiment;
procedures
that
in
the
procedures
statement
consists
demonstrates
an
may
have
caused
of
the
experiment.
of
a
re-‐cap
of
the
understanding
of
the
errors
in
data
or
no
(3-‐6)
experiment
or
is
concepts.
Includes
explanation
of
missing
from
the
possible
sources
of
errors;
potential
sources
Conclusion
includes
report.
(0
points)
recommendations
for
of
errors.
(6-‐8
results
but
does
alternate
procedures
to
points)
not
tie
results
to
Answers
are
reduce
error
if
applicable.
objective
of
incorrect,
(8-‐10
points)
Conclusion
experiment.
(2
incomplete,
or
statement
points)
missing
for
more
Conclusion
statement
summarizes
the
than
50%
of
the
consists
of
a
brief
concept
covered
in
Answers
are
questions..
summary
of
the
results
the
experiment
but
incorrect,
Report
is
poorly
and
conclusions
drawn
does
not
include
incomplete,
or
written
and
difficult
with
respect
to
the
results.
(1
point)
missing
for
less
to
follow;
includes
objective
of
the
than
25%
of
the
insufficient
detail,
or
experiment.
(3
points)
Answers
are
questions.
contains
sections
Correct
answers
that
incorrect,
Report
includes
all
copied
directly
from
demonstrate
an
incomplete,
or
of
the
required
the
Lab
manual.
The
understanding
of
the
missing
for
less
sections
but
does
narrative
is
not
in
concepts
for
100%
of
the
than
10%
of
the
not
flow
and
is
the
3rd
person
and
questions.
questions.
confusing
or
there
are
several
difficult
to
follow
grammatical
and
Report
is
well-‐written
Report
is
easy
to
due
to
grammatical
spelling
errors.
using
3rd
person
narrative,
follow
with
few
errors.
Sentences
Chemical
formulae
is
easy
to
follow,
and
grammatical
or
are
not
concise
are
incorrectly
flows
nicely
from
one
spelling
mistakes
and/or
do
not
written.
(0-‐1
points)
section
to
another.
Data
but
chemical
make
sense.
is
presented
clearly
in
formulae
are
Narrative
is
not
3rd
tables.
There
are
few
written
incorrectly
person
or
changes
grammar
or
spelling
and/or
3rd
person
within
the
report.
mistakes.
Chemical
narrative
not
used.
Data
and
results
formulae
are
written
(3-‐4
points)
are
not
clearly
correctly
with
subscripts
presented.
(2-‐3
and
superscripts
used
points)
appropriately.
(4-‐5
points)
ACP Showcase Por.olio
Name:
Mary
King,
PhD
Discipline:
Chemistry
Date:
April
28,
2017
2
Table of Contents
• Student
PreparaAon
Strategy
• BOPPPS
lesson:
• CAT
• QuesAons
• Technology
• ReflecAon
3
Describe student prepara;on strategy
For
2%
of
assignment
grade,
students
will:
• read
Chapter
17-‐6
&
17-‐7
in
the
text
book
• Watch
Haber
process
video
(10
min.):
hZps://www.youtube.com/watch?v=Tt6diRJli6Q
• Explain
how
the
Haber
process
uses
Le
Chatelier’s
principle
to
affect
the
equilibrium
of
the
ammonia
reacAon
to
obtain
a
greater
yield.
4
BOPPPS – BRIDGE
A
story
about
Joe
and
a
discussion
about
the
Haber
Process
will
be
used
for
the
‘Hook’
Joe
owns
a
small
pharmaceuAcal
N2(g)
+
3H2(g)
⇌
2NH3(g)
∆H⁰rxn
=
-‐92
kJ/mol
company
in
Georgia.
In
a
Google
patent
search,
he
noAced
that
the
patent
on
a
popular
drug
was
about
to
expire,
and
he
wanted
to
profit
from
commercializing
it.
• The Haber process is used for the
But
the
synthesis
yield
of
the
drug
was
commercial production of
very
low.
Joe
asked
his
lead
chemist
to
ammonia (NH3).
determine
the
best
way
to
improve
the
yield
of
the
drug.
Ajer
examining
the
• It is an enormous industrial
steps
involved
in
making
the
drug,
the
process in the US and many
other countries.
chemist
recommended
removing
water,
which
is
a
product
in
one
of
the
• fNeHrt3iliizsetrhperosdtaurctitniognm
aterial for
equilibrium
reacAon
steps.
This
resulted
in
triple
the
yield
of
the
drug
and
Joe’s
company
went
on
to
make
a
large
profit
on
commercializing
the
drug
by
implemenAng
her
recommendaAon.
5
BOPPPS – OBJECTIVES
By
the
end
of
this
lesson,
the
student
will
be
able
to:
•
predict
the
effect
of
disturbing
a
system
at
equilibrium
by
changing
the
concentraAon
of
both
reactants/products,
temperature,
or
pressure
of
the
system.
• compare
the
reacAon
quoAent,
Q,
to
K
in
order
to
predict
the
direcAon
of
shij
in
the
reacAon
to
re-‐
establish
equilibrium
ajer
a
system
has
been
stressed
• use
the
predicAon
based
on
the
Q
comparison
to
set
up
ICE
tables
and
calculate
the
new
equilibrium
concentraAons
6
BOPPPS-‐ PRE-‐ASSESSMENT
• Using
the
quiz
I
prepared
in
Poll
Everywhere
at
hZps://pollev.com/MARYKING818
I
will
conduct
a
formaAve
assessment
to
determine:
• If
students
can
idenAfy
the
correct
equilibrium
expression
(knowledge)
• If
students
understand
the
concept
of
reversible
reacAons
(comprehension)
• How
many
of
the
students
have
an
understanding
of
Le
Chatelier’s
principle
7
BOPPPS-‐ PARTICIPATORY LESSON
Using
the
Reversible
ReacAons
PhET
SimulaAon,
students
will:
•
Predict
which
of
a
set
of
possible
outcomes
is
most
likely
to
occur
by
changing
parameters
(reacAon
condiAons)
in
the
PhET
simulaAon.
• Experience
the
simulaAon.
Working
in
small
groups,
students
will
conduct
virtual
experiments
to
determine
whether
their
iniAal
beliefs
were
confirmed
(or
not).
• Reflect
on
the
outcomes.
Students
will
think
about
their
iniAal
predicAons
and
how
the
experiments
confirmed
or
contradicted
these
predicAons.
8
BOPPPS-‐ PARTICIPATORY LESSON: PhET Simulator
9
BOPPPS-‐ POST-‐ASSESSMENT
If
objecAves
have
been
met,
the
student
will
be
able
to
answer
the
following
in
a
summaAve
assessment
(Bloom’s
taxonomy):
• cWohmyp
droehese
n as
cioanta) l
yst
not
affect
the
equilibrium
constant?
(recall,
knowledge,
• What
impact
does
temperature
have
on
a
system
at
equilibrium?
(knowledge,
comprehension)
• acFhonera
m l aynsiciysa
, il n
s
edynnugtsihtnreeiaseils r
g)
w
a sh
poh
naeseed
rse
taoc
A inocnr,e
washea
ht
e prr
a ccoAmcpala
onpy’Aso
pnrso
afirtea b
aivliatyil?a
b (klen
otow
ale
dge,
• iPmropvleidmee
annA
enxga
Lmep
Cleh
a otfe
ali
e rre’asc
pAroinnc
wiphlee.r
e (c
tohme
p prreohdeuncsti
oyine,l
d sy
cnatnh
e bsei s
i)m
proved
by
• (Pcroomvipdree
phreonosfi o
onf ,
t
ahnea
ilmyspisr)o
vement
in
product
yield
using
equilibrium
calculaAons
10
BOPPPS-‐ SUMMARY
All
concepts
learned
in
this
lesson
lead
to
students’
ability
to
solve
this
complex
equilibrium
problem:
Ae0q.n6u
a0ildimbdrioAiuloemns a
hol a
0fs.C
8 b0Oe
e mnao
n rlede-
‐ oe0sf.
t2 Ca0lb2
l m iiss
h o aeldedd.eo
df
C tol2
a.
C 2a.0lc0uLl
a vtees
sthele
c
noenwta
minionlga r
a
cno
enqcuenilitbrariAuomn
s m
oixf
t CuOre,
C olf2
, 1
a.2n0d
CmOoClel2s
ajoferC
OCl2,
EASY
AS:
1
2
3
CO(g) + Cl2(g) !" COCl2(g) CO(g) + Cl2(g) !" COCl2(g)
0.10 M 0.60M
Equil.[]'s 0.30M 0.10M 0.60M Orig. Equil. 0.30M Q<Kc #shift right
[COCl2 ] (0.60) +0.40M
Kc = [CO][Cl2 ] = (0.30)(0.10) = 20 equation reduces to 20x2 !17x + 2.4 = 0
(Stress) Add
New Initial 0.30M 0.50M 0.60M X = 17 ± (!17)2 ! 4(20)(2.4) = 0.67 & 0.18
2(20)
Change -x M -x M +x M
limits are 0 < x < 0.30 thus we can discard 0.67
New Equil. (0.30-x)M (0.50-x)M (0.60+x)M
[CO]= (0.30 ! x)M = 0.12M
[COCl2 ] (0.60 + x)
Kc = [CO] [Cl2 ] = 20 = (0.30 $ x)(0.50 $ x) [Cl2 ]= (0.50 ! x)M = 0.32M
[COCl2 ]= (0.60 + x)M = 0.78M 11
Personal Reflec;on on My ACP Experience
Some
of
the
take-‐away
highlights
for
me:
Technology:
• I
am
so
empowered
with
all
of
the
instrucAonal
technology
that
I
have
been
introduced
to
in
the
ACP
• I
can’t
wait
to
create
my
own
exciAng
and
sAmulaAng
presentaAons
with
visual
chemistry
simulaAons!
Assessment
strategies:
• This
has
been
such
a
struggle
for
me
-‐
now
I
know
how
to
create
formaAve
assessments
that
benefit
both
me
and
the
students
(Plicker,
Poll
Everywhere,
Kahoot,
etc.)
Student
ConnecAon:
• The
importance
of
building
a
class
community
with
games
and
other
group
acAviAes
and
to
engage
all
students
THANK
YOU
CAROLINE
for
such
a
great
learning
experience!
12
Reflective Essay
As part of the application process for acceptance into the Adjunct Certification Program (ACP),
I was required to answer the question: “What are your short-term and long-term goals with
regards to improving your teaching? I answered with the following:
My short-term goal with regards to improving my teaching is to learn strategies to engage
proportionately more students during the lecture time. I want to try to present my course material
more effectively so that I can reach the masses. I don’t want to rely on offering bonus points as
a bribe to those who show up and answer questions, rather I want to be able to deliver the
material in a more exciting interactive format. My long-term goal is to quit my full-time job to
become a full-time teacher. But I feel that I first need to build an arsenal of resources and
strategies in order to have the confidence and self-assurance that I can be a more effective
educator. It is starting with this application for the Adjunct Certification Program offered by
Lonestar College!
I believe that I have exceeded my short-term goal objectives through the offerings of the ACP.
The ACP program and my fellow ACP classmates have introduced to me a plethora of resources
and strategies with which I can draw upon in order to create more stimulating and interactive
lessons. There is a vast expanse of information and instructional technologies that are available
on-line, and much of it is free! I will be experimenting with various classroom assessment
technologies such as Plickers, Kahoot, and Poll Everywhere to create fun, formative
assessments. These interactive polling apps are great tools that can be used to frequently
evaluate the effectiveness of my lesson delivery so that I can make adjustments as required. A
few of my students have told me that some of the best teachers they’ve had gave them a short
quiz at the start of every class. When students do a short quiz through one of these technologies,
they are rewarded with quick, anonymous feedback regarding their comprehension of the course
material as well as their relative standing among their fellow classmates. Another interactive
technology with instructional value that was introduced to me in the ACP classroom is interactive
virtual chemistry, which provides simulations of physical processes and chemical reactions that
can be used to demonstrate difficult concepts in chemistry. I plan to incorporate PhET Interactive
Simulations into both my classroom teaching and homework assignments.
In our ACP sessions, we discussed best practices and issues associated with summative
assessments. I was encouraged to know that many of my other ACP teacher classmates have
similar grading practices. For example, after grading an assessment, I will perform what
McKeachie refers to as an item analysis, whereby points associated with a question in which a
significant proportion of the class did not answer correctly are removed, and the grade is
adjusted accordingly. This fair grading practice is embraced by several of my ACP classmates
as well.
I also learned some great tips on writing multiple-choice questions, which I usually include as
part of my summative assessments. Now, I no longer include choices such as ‘none of the
above’ or have more than one correct choice, as recommended by McKeachie. Since that ACP
module, I have changed the way I compose my multiple-choice questions and the grades
seemed to have improved by about 25% (thus far).
Another interesting strategy I’ve learned in the ACP course was the value of changing up the
class with a game such as jeopardy, which injects a little fun into the lesson while reinforcing
concepts. I’ve learned that games can help to develop relationships between students and build
the classroom community for more productive group-work activities. Through ACP classroom
discussions and reading McKeachie’s book on teaching tips, I am much more aware of the
learning power of peer mentorship and group activities. I have started to build this into my lesson
by promoting student interactions and by inviting students to present their ideas to the class
when they express a special knowledge or interest in a particular topic. This has been well
received by my students, and has resulted in some interesting classroom discussions that might
not otherwise have happened.
Overall, the ACP program has been very beneficial for me in many ways. With my new arsenal
of resources, technologies and teaching tools, I now have the confidence to look toward my long-
term goal of becoming a full-time teacher. I am extremely grateful to Professor Caroline
Chamness for sharing her breadth of educational knowledge, and for preparing insightful and
interesting class discussions. I wish we could have had a few more classes… I also enjoyed
meeting and learning from other adjunct professors in the class. It would be most advantageous
to have professional development teaching workshops where both adjunct and full-time faculty
in attendance could have an opportunity to interact, share experiences, and network in much the
same way.