Biology/Chemistry
Equilibrium: What Is It?
Patricia Ann
Riley |
Lincoln Park
High School |
2001 N.
Orchard St. Mall |
|
CHICAGO IL 60614 |
|
(773) 534-8130 |
Objective(s):
To have
the students define the term “equilibrium” through mechanical,
chemical, and
physical examples of equilibria. This
lesson is designed for 10th grade chemistry students.
Materials:
Demonstrations: chairs
2 2-liter beakers
1 250-mL beaker
1
100-mL beaker
water
food
coloring overhead
marker pen various other sized beakers
Per
group of 3 or 4 students:
2 18 x 150
mm test tubes
2 jars
Epsom
salts
concentrated ammonia, NH3
hot water
eyedroppers
0.1M copper(II) sulfate, CuSO4
stirring rod
plastic spoon
1M
hydrochloric acid, HCl
ice
Strategy:
. 1) Ask the class what they think the word “equilibrium” means. Students will commonly
suggest such synonyms as “balance” or “equal states”.
2) Place two chairs face-to-face several feet apart in the front of the room. Ask for two volunteers. Have one student sit on one of the chairs, while the other student stands in front of the other chair. Explain that the sitting student is to stand up slowly and the standing student is to sit down slowly. The two students must watch each other so that they complete their action at the same time. Count aloud to help them start and end at the same time. As soon as they have completed their action have them repeat the process doing the opposite action, so that the class can see that there are two actions occurring, sitting ® standing and standing ® sitting, occurring simultaneously and continuously.
a. Explain that
an equilibrium consists of two opposite actions, for
example standing up and
sitting down, that occur at the same time, in the same
place, at the same speed.
a.
Ask
the class how they know the two actions were occurring at the same
speed. Students
should realize that only one student in the room was standing
and all the others were
sitting at any given moment in time.
c. Now have the
class as a whole participate in the
equilibrium. Ask for a volunteer to be
the standing student. Explain that as
this student begins to sit down some other student must stand up
without being
called on. This means everyone must pay
attention to what everyone else is
doing. Continue the actions for several
minutes.
d. Have a student summarize
what
an equilibrium is and how he/she would know it exists.
e.
On the chalkboard show
the class how to write an equation for this equilibrium:
Standing student W Sitting student
Point out that the two
actions are included in the equation through the double arrows.
The action of standing
changing to sitting can be seen when the equation is read from
left to right (the forward
direction or top arrow), while the opposite action of sitting
changing to standing can be
seen when the equation is read from right to left (the
reverse direction or bottom
arrow).
3)
Again ask for two
volunteers. Have each student stand
behind a 2-liter beaker. One of the
beakers is completely empty, the other is ¾ full of water (use food
coloring
for better visibility). One of the
students is given a 100-mL beaker and the other a 250-mL beaker. Tell the class that each volunteer will
submerge his/her small beaker in any water in his/her large beaker and
then
empty the small beaker into the other student’s large beaker and that
the
exchange must be done at the same time and the same speed.
Ask the class for predictions as to what
will happen to the water levels in the two large beakers once the
exchange
process has occurred for a while. Now
start the action and ask the class to make observations.
The class should notice that eventually the
water levels in the two large beakers stop changing and that the water
is not
evenly divided between the two large beakers.
Have the class explain what has happened and why:
the levels stop changing when equilibrium is
reached since the rate of exchange is constant. How
does the class know when equilibrium has been reached?
Students should answer that there are no
more changes observed in the water levels.
Mark the water level on each large beaker.
a. Ask
the class what they think will happen if the process
were repeated but this time starting
with all
the water in the other large
beaker. What if the water levels are
initially the same?
Test the predictions
by repeating the process. Again mark
the resulting water levels.
Students
should notice that the levels are
exactly the same as those in the first trial!
The
same
equilibrium will be reached no matter
how the water is apportioned between the two
large beakers
initially.
b. Ask the class what they think will happen if the process were repeated but this time the
volunteers switched their small beakers or used different sized small beakers. Allow them to
test their predictions. The class should note that different sized small beakers would result in
a different set of equilibrium water levels.
c. Have a volunteer write an equation for this equilibrium on the board.
d. Tell the class that each equilibrium has a balance or equilibrium point. When that point has
been reached, no further changes will be observed with
instruments or our senses. This
balance point can be approached from either direction or
action.
4)
At this point divide
the class into groups of 3 or 4 students each.
Each group will study two
actual equilibria. Be
sure that all students are wearing safety goggles and aprons.
a. Solid Epsom salt
crystals (MgSO4) dissolve in water to make a solution of
ions:
MgSO4 (s) X Mg+2(aq)
+ SO4—2(aq)
b. Direct the
students to fill a test tube half full of hot water
and then to keep adding
Epsom salt crystals
with a spoon or spatula to the water until no more crystals will
dissolve. They
should stir the contents of the test tube with a stirring rod. There must
be a layer of undissolved crystals on the bottom of the test
tube. Why won’t any more
crystals dissolve?
Does an equilibrium exist? If
so, what are the two actions? How
do you know that two actions are still occurring?
c. Now the students should
place the test tube into a jar of ice water and record any observations. Students can even place the test tube in a
freezer, if available, for a few minutes.
Students should notice that more crystals have formed.
d. Finally the
students should place the test tube into a jar of hot water and record
any observations. Students should notice that the crystals have
again dissolved.
e. Ask students
to describe what they observed and to answer the
above questions.
5)
Copper(II) sulfate reacts with ammonia to make a solution of
ions:
Cu(H2O)4+2(aq)
+
4 NH3(aq) W Cu(NH3)4+2(aq) +
4 H2O(l)
Copper(II)
sulfate ammonia
a. Direct
the students to use a calibrated eyedropper to put 1 mL
of copper(II) sulfate
solution into a clean test tube and record the color of the
copper(II) sulfate solution
(pale baby blue).
b. Now the
students should add drops of concentrated NH3
(For safety reasons the NH3 should be given to the students
in small
dropper bottles and students should be cautioned not to leave the
bottles
open.) to the test tube until a color change has occurred and the
solution is
clear. (Remind students that “clear” is not a synonym for “colorless”
but for
“transparent”.) What is the new
color? (Deep royal blue)
Why did the change occur? (The
copper(II) sulfate reacted with the
ammonia.)
c. Finally have the
students add drops of 1M HCl to the test tube until the color again
changes and
the solution is clear. (Like the NH3
the HCl should be available in small dropper bottles.)
What is the new color?
(Pale baby blue) Why did the
color change? (There is an
equilibrium.) How do you know there is
an equilibrium? If time permits, have
the students add more NH3 so that they can see that an
equilibrium
is indeed there.
d. Have the students discuss their
experimental observations and explain what happened and
why.
6) Have
students summarize what is meant by an equilibrium and how
they recognize that one exists. Assign
homework: students are to finish
writing up their lab and should read and study the pertinent pages in
their text
dealing with equilibrium.
Performance
Assessment:
Students will be assessed on their participation in class discussions and on their written lab report. Each student must be able to define what an equilibrium is and how he/she would recognize when an equilibrium has been established.
Conclusions:
Subsequent topics will include the equilibrium constant expression, LeChatelier’s Principle, and sample math problems. Once students have learned about equilibrium, then discussions involving its applications to acids and bases and oxidation-reduction can follow.