SEKOLAH GLOBAL INDO-ASIA SECONDARY LESSON PLAN

SY 2023-24
Course Title: Chemistry Class/Group: 11 AS Level Teacher: Joko Susilo Grade: 11
Chemistry
Room/Location: Start/End Week 3 and 4 Session/Week: 4 sessions/ week
Time: February
Session Topic: 7 Equilibria
Resources: Differentiation
:

 Ryan, Lawrie, and Roger Norris. Cambridge International as and o Using different worksheet
o Give enrichment for advanced students
a Level Chemistry Coursebook. 3rd ed., Cambridge, Cambridge
University Press, 2020.
 Norris, Roger. Cambridge International as & a Level Chemistry
Practical Workbook. 2020.
 The home of revision (no date) Save My Exams. Available at:
https://www.savemyexams.com/ (Accessed: 13 May 2024).
 PapaCambridge (no date) Chemistry 9701 AS/A Level past
papers: Caie: Papacambridge, Past Papers. Available at:
https://pastpapers.papacambridge.com/papers/caie/igcse-
chemistry-0620 (Accessed: 13 May 2024).

Timing Content Learning Outcomes Teacher and Learner Activities Learning Checks
Week 3 7 1. a) understand what is meant  Reversible reactions o Worksheet
and 4 Equilibri by a reversible reaction Take bottles of concentrated hydrochloric acid and o Doing workbook
Februar b) understand what is meant concentrated ammonia solution. Remove the stoppers
y
a o Quiz
by dynamic equilibrium in and ask learners to explain why white clouds form when
ammonia and hydrogen chloride gases meet. [ammonium o Unit Test
7.1 terms of the rate of forward
chloride formed] o QnA
Chemical and reverse reactions being
 Next, take some ammonium chloride from a bottle and
equilibria: equal and the concentration of heat it to decompose it in a test tube. The gases ammonia
reversible reactants and products and hydrogen chloride are produced and may be tested.
reactions, remaining constant www.docbrown.info/page04/4_74revNH3a.htm
dynamic c) understand the need for a  Ask learners to explain how this is a reversible reaction
equilibriu closed system in order to and how they are represented in chemical equations.
m establish dynamic equilibrium  Next, formally define a reversible reaction. [When a
7.2 2. define Le Chatelier’s principle reactant or reactants produce products which themselves
Brønsted– as: if a change is made to a can react to give the reactants back again.]
Stress that reversible reactions may occur in an open
Lowry system at dynamic equilibrium,
system as above.
theory of the position of equilibrium
 Simulation:
acids and moves to minimise this change phet.colorado.edu/en/simulation/legacy/reversible-
bases 3. use Le Chatelier’s principle to reaction
deduce qualitatively (from
appropriate information) the Experimental work:
effects of changes in  A reversible reaction using hydrated copper(II) sulfate:
temperature, concentration, edu.rsc.org/ [search reversible reactions]
pressure or presence of a  Synthesis and decomposition of ammonium chloride:
catalyst on a system at www.dimanregional.org
equilibrium  Videos of experiments:
4. deduce expressions for www.youtube.com/watch?v=KDJV19GTwrI [heating
equilibrium constants in terms copper sulphate; a reversible reaction]
www.youtube.com/watch?v=br8lKynV1Hc [ammonium
of concentrations, Kc
chloride thermal decomposition]
5. use the terms mole fraction  Dynamic equilibrium
and partial pressure Define the term dynamic equilibrium emphasising that it
6. deduce expressions for must occur in a closed system.
equilibrium constants in terms Illustrate dynamic equilibrium using the above examples
of partial pressures, Kp (use of with ammonium chloride and copper (II) sulfate.
the relationship between Kp Those reactions could become reversible reactions in
and Kc is not required) dynamic equilibrium if the system were closed and they
7. use the Kc and Kp expressions were allowed to reach a constant state of dynamic
to carry out calculations (such equilibrium.
calculations will not require the  Videos to explain dynamic equilibrium:
www.youtube.com/watch?v=JsoawKguU6A
solving of quadratic equations)
www.youtube.com/watch?v=SHPqjU91Ms0
8. calculate the quantities present www.youtube.com/watch?v=SHPqjU91Ms0
at equilibrium, given  Explaining dynamic equilibrium graphically can be helpful:
appropriate data faculty.chem.queensu.ca/people/faculty/mombourquette/F
9. state whether changes in irstYrChem/equilibrium/index.htm
temperature, concentration or Practical activity:
pressure or the presence of a Simulating/modelling dynamic equilibrium with paper
catalyst affect the value of the clips:
equilibrium constant for a studylib.net/doc/7571540/dynamic-equilibrium-with-coins
 reaction  Define Le Chatelier’s principle and ask learners to
10. describe and explain the suggest what external stresses could be applied to a
conditions used in the Haber closed system in dynamic equilibrium. [pressure,
process and the Contact temperature, concentration]
process, as examples of the  Choose a familiar, reversible chemical reaction and
illustrate the effects of changing the pressure,
importance of an
temperature and concentration on the system, for
understanding of dynamic example:
equilibrium in the chemical 2SO2(g)+O2(g) ⇋ 2SO3(g)
industry and the application of  Theory of Le Chatelier’s principle
Le Chatelier’s principle www.chemguide.co.uk/physical/equilibria/lechatelier.html
11. state the names and formulae
of the common acids, limited Experimental work: chem.libretexts.org [search for:
to hydrochloric acid, HCl, ‘Equilibrium and Le Chatelier’s principle experiments]
sulfuric acid, H2SO4,nitric acid,
HNO3, ethanoic acid, There are several other experiments to try, illustrated in the
CH3COOH following videos:
12. state the names and formulae  Cobalt chloride equilibrium: www.youtube.com/watch?
v=R0z8Ya-_kI4
of the common alkalis, limited
 Iron thiocyanate equilibrium: www.youtube.com/watch?
to sodium hydroxide, NaOH, v=ZOYyCTvLa9E
potassium hydroxide, KOH,  Chromate – dichromate equilibrium:
ammonia, NH3. www.youtube.com/watch?v=_jypU3FvS_o
13. describe the Brønsted–Lowry  Demonstration of acid-base equilibrium shift with simple
theory of acids and bases chemicals: www.youtube.com/watch?v=OSWlSc0RQ-8
14. describe strong acids and  The blue bottle equilibrium: www.youtube.com/watch?
strong bases as fully v=OSWlSc0RQ-8
dissociated in aqueous  Changing volume/ pressure: www.youtube.com/watch?
solution and weak acids and v=pnU7ogsgUW8
weak bases as partially
dissociated in aqueous  Start by deriving an expression for Kc for a generic
solution reaction in which all reactants and products are in the
15. appreciate that water has pH same phase (homogenous equilibria). Point out to
of 7, acid solutions pH of learners that equilibrium expressions are really just a
below 7 and alkaline solutions mathematical expression of Le Chatelier’s principle.
pH of above 7  Common examples and a derivation are explained
16. explain qualitatively the here:
differences in behaviour www.chemguide.co.uk/physical/equilibria/kc.html#top
between strong and weak  Note that although Kc expressions can be derived for
acids including the reaction gases, it is more common to use Kp in these
 with a reactive metal and circumstances.
difference in pH values by use  Next look at Kc for heterogeneous reactions, stressing
of a pH meter, universal that solid reactants are not included in the equilibrium
indicator or conductivity expression. Ensure that learners give units when
17. understand that neutralisation performing calculations and realise that units vary from
case to case.
reactions occur when H+(aq)
 Explain the basic theory of partial pressures to learners
and OH–(aq) form H2O(l)
and derive an expression for Kp using a generic,
18. understand that salts are algebraic reaction.
formed in neutralisation www.chemguide.co.uk/physical/equilibria/kp.html#top
reactions  One approach to solving Kc and Kp calculations is to
19. sketch the pH titration curves draw up Initial, Change, Equilibrium (I.C.E.) tables.
of titrations using Learners will need plenty of practice. Some worked
combinations of strong and examples are detailed here:
weak acids with strong and chemistryguru.com.sg/determine-equilibrium-constant-ice-
weak alkalis table and; www.chemteam.info/Equilibrium/Calc-equib-
20. select suitable indicators for from-init-cond.html
acid-alkali titrations, given  Worked examples:
www.docbrown.info/page07/equilibria2b.htm
appropriate data (pKa values
www.chemhume.co.uk/AS%20AQA%20CHEM/Physical/
will not be used) 1.10%20Equilibria%20and%20Kp.pdf
 Video tutorials:
www.youtube.com/watch?v=aJ0KNQ5-KaI
 Experimental work: If a spectrophotometer is available
you could perform this experiment to determine the
equilibrium constant for the system: Fe3+(aq) + SCN− (aq)
⇔ FeSCN2+(aq)
www.youtube.com/watch?v=xAcfl7tNnS0
An explanation of this experiment: chem.libretexts.org/
[search ‘Determination of Kc for a complex ion formation
experiment]
 If a spectrophotometer is not available, the equilibrium
constant for an esterification reaction may be determined
by titration.
www.sserc.org.uk/subject-areas/chemistry/chemistry-
resources/equilibrium-constant/ [contains teacher, learner
and technician instruction sheets]
 A video explanation of an analogous reaction system:
www.youtube.com/watch?v=cHtCu8SUSNc
 Learners predict and explain what effect changing the
conditions of temperature, pressure and adding a catalyst
 will have on the Haber and Contact processes.
 The Haber process is detailed here:
www.chemguide.co.uk/physical/equilibria/haber.html
ed.ted.com/lessons/the-chemical-reaction-that-feeds-the-
world-daniel-d-dulek [The chemical reaction that feeds the
world]
www.youtube.com/watch?v=BPDkl92NCUs [Which way
will the equilibrium shift?]
 Learners can explore the effect of changing conditions in
a Haber-Bosch ammonia plant in this simulation:
www.learner.org/series/chemistry-challenges-and-
solutions/control-a-haber-bosch-ammonia-plant/
 Learners carry out independent study to complete this
section. (I)
Give learners a short test to check that they know the
names and formulae of these acids and bases.
 Learners expand on the list of acids and bases in 7.2.1
and 7.2.2 and find out how and why they are categorised
as strong and weak acids and bases. Confirm that
learners have understood the concept of complete and
partial dissociation (ionisation) in water, giving examples.
 Ensure that learners use a reversible arrow for species
which only partially ionise.
 Experimental work: Ask learners to draw a table including
various strong and weak acids with column headings of
relative reaction rate with magnesium, pH value, effect on
universal indicator and conductivity.
Include a sample of pure water for reference.
 Simulation:
phet.colorado.edu/sims/html/acid-base-solutions/latest/
acid-base-solutions_en.html [conductivity, Universal
indicator paper, degree of dissociation]
 Learners write balanced chemical equations for a range of
acid base reactions. Next, they write the general ionic
equations for these reactions and finally the net ionic
equations noticing that the only species that react are the
H+ and the OH- ions.
 Reference this back to Enthalpy change 5.1.3, asking
learners which enthalpy change this reaction defines.
[enthalpy of neutralisation]
 Inspect the general ionic equations once again, focusing
 on the spectator ions on the right side of the equations.
These are the salts. Learners should also be able to
name these salts.
Reference this work back to Formulae 2.3.2.
www.ausetute.com.au/neutralise.html
 It would be best to start with a practical activity
(suggestions below) in which learners plot a pH graph of a
strong acid–strong base system. You could then ask them
to predict and sketch the shape of the graph if the liquids
in the burette and titration flask were reversed.
 Learners label the equivalence point on the graph, noting
that it’s pH value occurs at pH 7.0. Ask them to sketch the
graphs involving either a weak acid or a weak base (or
both).
 Tell learners they will gain a more complete
understanding of the reasons for these shapes when they
have studied section 25.1, Acids and bases.
Reference material:
www.chemguide.co.uk/physical/acidbaseeqia/phcurves.ht
ml
 Give learners a list of indicators (p.61 of the syllabus) and
which pH range they function in effectively, such as in this
page: www.docbrown.info/page07/equilibria6a.htm
Then allow learners to write the names of suitable
indicators on their sketch graphs above (you will need to
add thymolphthalein from another source).
 Experimental work:
Generating curve manually using graph paper:
www.youtube.com/watch?v=FPkI3f4lpJ0
www.youtube.com/watch?v=FTjeBG94t-8 [drawing a pH
curve using Excel manually]
Generating a pH curve automatically using a data
logger/PC:
www.youtube.com/watch?v=ApRYZQnuVoU
 Resource plus experiment:
Carry out the Determining the % of ethanoic acid in a
commercial vinegar product by titration using
thymolphthalein indicator.experiment referring to the
Teaching Pack for lesson plans and resources.
 Simulations:
employees.oneonta.edu/viningwj/sims/
 titration_curves_s.html
Lesson Evaluation:

Notes for next lesson:

Checked by:
Date: