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Equilibrium Equations: Crash Course Chemistry #29

  Classroom Resource Information  

Title:

 Equilibrium Equations: Crash Course Chemistry #29

URL:

 https://aptv.pbslearningmedia.org/resource/7ce925cb-fbb5-4b85-bda0-c5ebd240dc2a/equilibrium-equations-crash-course-chemistry-29/

Content Source:

 PBS
Type: Audio/Video

Overview:

In this video, Hank shows you that, while it may seem like the universe is messing with us, equilibrium isn't a cosmic trick. Here, he shows you how to calculate equilibrium constant and conditions of reactions and use RICE tables all with some very easy, not-so-scary math.

Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Chemistry
8 ) Refine the design of a given chemical system to illustrate how LeChâtelier's principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar- water solution).*

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Given a chemical system at dynamic equilibrium, identify stresses that can affect equilibrium using LeChatelier's principle and identify the results of those stresses on the system's equilibrium.
  • Given a chemical system at dynamic equilibrium, describe criteria and constraints for refining the system's design.
  • Given a chemical system at dynamic equilibrium, evaluate different stresses by comparing criteria and constraints.
  • Refine the given system to increase product(s) and describe reasoning for refinements.
  • Evaluate the claims, evidence, and reasoning behind explanations or solutions to determine the merits of arguments.
Teacher Vocabulary:
  • system
  • dynamic equilibrium
  • stresses
  • LeChatelier's principle
  • criteria
  • constraints
  • reversible reaction
  • forward/ backward rates
  • macroscopic level
  • atomic/ molecular level
  • claim
  • evidence
  • reasoning
Knowledge:
Students know:
  • Various stresses made at the macroscopic level, such as change in temperature, pressure, volume, concentration, affect a chemical system at the molecular level.
  • Reaction rates of forward/ backward reactions change with stresses until rates are equal again.
  • Forward/ reverse reactions occur at the same rate in dynamic equilibrium, so chemical systems appear stable at macroscopic level.
  • The egineering design process is a cycle with no official starting or ending point, and, therefore, can be used repeatedly to refine your work.
Skills:
Students are able to:
  • Use the engineering design process (ask, imagine, plan, create, improve) to refine a chemical system.
  • Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
  • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, and peer review).
  • Construct and present arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Understanding:
Students understand that:
  • Much of science deals with constructing explanations of how things change and how they remain stable.
  • Solutions to real-world problems can be refined using scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
  • In many situations, a balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
  • Criteria may need to be broken down into simpler ones and decisions about the priority of certain criteria over others (tradeoffs) may be needed.
AMSTI Resources:
ASIM Module:
This standard does not require students to calculate equilibrium constants and concentrations. Chemical Equilibrium; Modeling Reversible Reactions and Determining "K"
Tags: chemistry, equilibrium, reaction, RICE tables
License Type: Custom Permission Type
See Terms: https://www.pbs.org/about/about-pbs/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

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Author: Stephanie Carver
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