Lesson Plan

Objectives:
 to be able to define chemical equilibrium
 to be able to explain equilibrium constant

Topics:
 Concept of Dynamic Equilibrium
 Equilibrium Constant

Materials:
 Manila Paper
 Scotch tapes
 Printed Handouts
 Chalk
 Black board

Motivation:
Key terms, definitions, homogeneous & heterogeneous equations will be hid under chairs
and tables, inside the lockers, above the windows, and behind the doors of the room. Students
will be tasked to find the paper strips where key terms are written and find its corresponding
definition written in another paper strip. After the activity, students will be posting the paper
strips on the chalkboard with a correct definition of the key terms in the paper strips they found.
Students who will get a correct pair of the paper strips will be given prizes.

Procedure:
Step 1: Start off to share the relevance of chemical equilibrium to students’ lives.
Step 2: Show or provide visual aids to the students such as printed handouts to be
distributed individually, paste the manila paper with key terms and definitions related to the
topic, provide a chalk to be used for writing additional information related to the topic, and lead
the discussion.
Step 3: Show and discuss thoroughly the visual aids provided. Explain equilibrium
constant and the relationship between the reactant and product. Discuss the reversible reaction
and the two types of equilibrium reactions: (1) homogeneous reaction, (2) heterogeneous
reaction. Give at least 1 example of a balanced equation and discuss how the reaction is at
equilibrium. Discuss the reversible sign and how it is related to the equation. Ask a student to
point out which is a reactant and a product in the equation given.
Step 4: Discuss the difference of Equilibrium Constant of Concentration from
Equilibrium Constant of Pressure. The equilibrium constant of concentration gives the ratio of
concentrations of products over reactants for a reaction that is at equilibrium, on the other hand,
Gaseous reaction equilibria are not expressed in terms of concentration, but instead of terms of
partial pressures. The equilibrium constant of pressure gives the ratio of pressure of products
over reactants for a reaction that is at equilibrium. Give 1 example of balanced equation each
from Equilibrium Constant of Pressure and Equilibrium Constant of Concentration. Give another
2 problems and ask 2 students from the class to balance the equation or make the equation at
equilibrium.
 Step 5: Give the students a fun activity, and another written activity.
Step 6: Instruct the students about the said activity, give students 10 minutes to find the
paper strips and its corresponding paper strip. After the students find the paper strip and its
corresponding pair, ask students to paste it on the chalkboard in order to find out if students
found the correct pair of words, definitions and equations.
Step7: Settle the students down, make a quick review about the lesson discussed,
encourage the students to ask questions about the topic which doesn’t seem clear to them.
Step 8: After a review, give another written activity to the students to be given and to be
answered individually. Make use of the remaining time for answering the test. Call the attention
of the students 5 minutes before the time and ask if everyone is through. Make use of the 5
minutes for checking of the written activity.

Discussion:
Discuss the different key terms related to the topic such as: Equilibrium Constant - The
equilibrium constant, k, expresses the relationship between products and reactant of a reaction at
equilibrium with respect to a specific unit. There are two different types of equilibrium reactions:
(1) heterogeneous and (2) homogenous. Homogeneous Reactions - The simpler one, a
homogeneous reaction, is one where the states of matter of the products and reactions are all
same (the word “homo” which means “same”). Heterogeneous Reaction/Mixture - A
heterogeneous reaction is one where one or more states within the reaction differ. (Greek word
“heteros” means “different”). Ac knowledge of equilibrium constants is essential for the
understanding of many chemical systems, as well as biochemical processes such as oxygen
transport by hemoglobin in blood and acid-base homeostasis in the human body.
Equilibrium Constant of Concentration - The equilibrium constant of concentration gives the
ratio of concentrations of products over reactants for a reaction that is at equilibrium. This is
usually used to when the state of matter for the reaction is (aq). The equilibrium constant
expression is written as K_c. K represents equilibrium constant and c represents concentration.
This means that every species shows up in the expression, as long as it is a solution or a gas.
Equilibrium Constant of Pressure - Gaseous reaction equilibria are not expressed in terms of
concentration, but instead of terms of partial pressures. The equilibrium constant of pressure
gives the ratio of pressure of products over reactants for a reaction that is at equilibrium.

Evaluation:
(Test Sample at the back)
 Lesson Plan
Blessie Grace J. Lopez 9 – Justice
Lei Angely P. Yamuyam November 15, 2018
Harvey G. dela Flor
Wayne Angelo C. Aduana

Objectives:
 to be able to define common-ion effect
Topics:
 Common-ion Effect
Materials:
 Manila Paper
 Scotch tapes
 Printed Handouts
 Chalk
 Black board

Motivation:
Students must form 4 groups with 8 members each and form a straight line facing the
black board. There will be questions asked and the first student at the line will pick the key terms
and definitions placed inside a box that answers the question asked. The team with most correct
answers will be the winner and they will be given a price.

Procedure:
Step 1: Start off to share the relevance of common ion effect to students’ lives.
Step 2: Show or provide visual aids to the students such as printed handouts to be
distributed individually, paste the manila paper with key terms and definitions related to the
topic, provide a chalk to be used for writing additional information related to the topic, and lead
the discussion.
Step 3: Show and discuss thoroughly the visual aids provided. Explain common ion
effect. Discuss the common ion effect on weak acids and bases, and common ion effect on
solubility.
Step 4: Give the students a fun activity, and another written activity.
Step 5: Instruct the students about the said activity, give students 10 minutes to find the
paper strips and its corresponding paper strip. After the students find the paper strip and its
corresponding pair, ask students to paste it on the chalkboard in order to find out if students
found the correct pair of words, definitions and equations.
Step 6: Settle the students down, make a quick review about the lesson discussed,
encourage the students to ask questions about the topic which doesn’t seem clear to them.
Step 7: After a review, give another written activity to the students to be given and to be
answered individually. Make use of the remaining time for answering the test. Call the attention
of the students 5 minutes before the time and ask if everyone is through. Make use of the 5
minutes for checking of the written activity.
Discussion:
Discuss the different key terms related to the topic such as: Common-ion effect- used to
describe the effect on an equilibrium involving a substance that adds an ion that is a part of the
equilibrium. Common ion- an ion that is common to two or more ionic compounds.
Common Ion Effect on Weak Acids and Bases- The common ion effect suppresses the
ionization of a weak acid by adding more of an ion that is a product of this equilibrium.
Common Ion Effect on Solubility- Adding a common ion decreases solubility, as the reaction
will shift towards the left to relieve the stress of the excess product. So, adding common ion to a
dissociation, causes the equilibrium to shift left, towards the reactants, causing precipitation.

Evaluation:

Write the answer on the space provided.

1. It is used to describe the effect on an equilibrium involving a substance that adds an ion
that is a part of the equilibrium._______________
2. It is an ion that is common to two or more ionic compounds.___________
3. The common ion effect suppresses the ionization of a weak acid by adding more of an ion
that is a product of this equilibrium.__________________
4. Adding a common ion decreases solubility, as the reaction will shift towards the left to
relieve the stress of the excess product.________________
5. The addition of a common ion __________ the concentration of one of the products of
the ionization.
 Common Ion Effect
The common-ion effect is used to describe the effect on an equilibrium involving a
substance that adds an ion that is a part of the equilibrium.

A common ion is an ion that is common to two or more ionic compounds. The lowering
of the solubility of a substance because of the presence of a common ion is called common-ion
effect.

The addition of a common ion increases the concentration of one of the products of the
ionization. Adding a common ion prevents the weak acid or weak base from ionizing as much as
it would without the added common ion.

LeChatelier's Principle states that if an equilibrium gets out of balance it will shift to
restore the balance. If a common ion is added to a weak acid or weak base equilibrium, then the
equilibrium will shift towards the reactants, in this case the weak acid or base.

Common Ion Effect on Weak Acids and Bases- The common ion effect suppresses the
ionization of a weak acid by adding more of an ion that is a product of this equilibrium.

Common Ion Effect on Solubility- Adding a common ion decreases solubility, as the reaction
will shift towards the left to relieve the stress of the excess product. So, adding common ion to a
dissociation, causes the equilibrium to shift left, towards the reactants, causing precipitation.
 The Common Ion Effect: Solubility

Let’s Review:

Salt: An ionic compound which consists of a cation other than H+ and anion other than OH-. A
salt can be either a strong electrolyte or a weak electrolyte.

Strong electrolytes include:

Weak electrolytes include:

How do you know if a salt is soluble in water or not?  Memorize the rules or ….

Write and Equilibrium Constant Expression for a Slightly Soluble Salt: 

The expression is called the Solubility Product Constant (Ksp)

Example: BaSO4 is a slightly soluble salt. When a reasonable quantity of solid BaSO4 is mixed
with water, only a very small amount will dissolve to produce Ba+2 (aq) and SO4–2(aq)

BaSO4(s) <=> Ba+2(aq) + SO4–2(aq))

1.00 liter of saturated BaSO4 solution will contain only ~0.0025 gram of dissolved BaSO4.

The Equilibrium constant expression for this reaction can be written as:  Ksp = [BaBa+2][SO4–2]

Recall pure solids (and pure liquids) are not included in an equilibrium constant expression.

In general, MaXb(s) <=> aM+b(aq) + bX-a(aq)  is expressed as  Ksp = [M+b]a[X−a]b

These expressions are called solubility product constant expressions because they involve the
product of the equilibrium concentrations of the constituent ions, each raised to the power
corresponding to the number of ions in the formula.

Ksp is constant at a given temperature (van’t Hoff equation) for a saturated solution of a given
compound.
Problem: Write the Ksp expression for the following weak electrolytes: Mn(OH)3(s),
Sr3(AsO4)2(s), and Co2S3(s).

Calculating Solubility from Ksp:

Example: One liter of saturated calcium fluoride solution contains 0.0167 gram of CaF2 at 25oC.
Calculate Ksp for CaF2.

1st: Write the balanced equation for the salt dissolving in water: CaF2(s)  Ca+2(aq) + 2F–(aq)

2nd: Calculate the moles of salt:

g CaF2  mol CaF2 

3rd: Use reaction stoichiometry to determine mol Ca+2 and mol F-:

 
Because there is exactly 1 L of solution, these values are also the molarities of each ion.

Ksp = [Ca2+][F-]2 = [2.14x10-4][4.28x10-4]2 = 3.9 x 10-11