1. Kent Triple Science Network
From Kent Science Resource Centre

2. Chemical Equilibria

3. Difficulties and Misconceptions
Students believe equilibria are static, not dynamic (which is why the concentrations stay the same)
An equilibrium reaction comprises two separate reactions
Le Chatelier’s Principle is used as an explanation rather than a predictive tool
Rate and Equilibria are often confused

4. A suggested approach: Present a wider range of reactions to students
Start with simple reversible reactions
Use models to show the dynamic nature of an equilibrium
Teach using equilibria laws
Use diagnostic questions to determine students understanding

5. Getting Started
Start with a simple reversible reaction. Mix together fumes of ammonia and hydrogen chloride. Now WARM a small amount of solid ammonium chloride in a cold test tube. Ask pupils to work out what is happening. This is often (wrongly) referred to as simple sublimation. It is actually dissociation.

6. Reversible reactions
A reversible reaction is a chemical reaction that can go both ways.
Ammonium chloride Ammonia + Hydrogen chloride
NH4Cl(s) NH3(g) HCl (g)

7. CH3COOH (aq) H+(aq) + CH3COO-(aq)
Reversible reactions
They often result in a dynamic equilibrium mixture in which the forward and backward reactions occur at the same rate.
CH3COOH (aq) H+(aq) + CH3COO-(aq)
Don’t share this reaction at an early stage.
However an understanding of these principles are needed when teaching strong and weak acids

8. Your First Equilibrium
Add some iodine in potassium iodide solution into a test tube. Pour an equal volume of cyclohexane into the test tube. Stand it in a test tube rack and wait! It will take a long time to reach equilibrium Extension: Groups of students do this with different quantities of the two liquids. How do the final colours compare?

9. Encourage your students to develop their own model!
Modelling equilibria
What model or analogy do you use?
Paper toss
Water transfer
The steady state bottle
Encourage your students to develop their own model!
Princess into toads activity:
Cards with Princesses on one side and toads on the other. Students ‘magically’ convert princesses into toads. If approximately 60% conversion when at equilibrium then changes will occur but for different princesses changing etc. Toads take up less space this can be discussed when evaluating the model.

10. Paper Toss Model

11. Water Transfer Model Two tanks. One empty, one containing water.
Two beakers, one large, one small
Transfer water from the right hand tank using the large beaker
Transfer water back from the left hand tank using the small beaker
Repeat the process over and over again
What happens eventually to the levels of water?
How good is this model? What weaknesses?

12. The Steady State Bottle

13. Characteristics of a dynamic equilbrium
Forward and backward rates are the same
The equilibrium can be approached from either direction
Can only happen in a closed system
The position of the equilibrium can vary
Macroscopic properties are constant, microscopic properties are changing continually
#1 & #2 can be shown using the models introduced so far.
#5 can be explained with the models. Overall concentrations stay the same but molecules are continually changing.

14. Closed Systems
Chemical equilibria can only be established in a closed system. Consider the thermal decomposition of calcium carbonate CaCO3(s) CaO(s) + CO2(g) What would happen in a sealed container? Sketch a graph of amounts of reactants (and products) against time Are these similar to the graphs created in the paper throwing activity?

15. Position of Equilbrium
A difficult idea for students.
Essentially they must appreciate that at equilibrium there does not have to be equal amounts of chemicals on each side.
Use an analogy again. For example, consider a car park at equilibrium at both busy and quiet times of the day.
With the water transfer model, what would affect the position of the equilibrium?

16. Examples of Chemical Equilibria
CO2(g) + H2O(l) H2CO3(aq)
This occurs in carbonated drinks when the equilibrium is disturbed by opening the can or bottle.
Cl2(g) + NaOH(aq) NaClO(aq) + Cl-(aq) + H+(aq)
NaClO is household bleach. If other cleaning products containing chloride ions are added, the reverse reaction will lead to chlorine being produced.

17. le Chatelier's principle
The position of equilibrium shifts to try to cancel out any changes you make
A tool to help us predict what will happen but it is not an explanation

18. Changing concentration
The position of equilibrium shifts to try to cancel out any changes you make:
A + B C + D
Increasing the concentration of A means more C and D are produced to counteract the change
Think through this process in terms of the effect on the rate of forward and backward reactions.

19. Changing temperature
The position of equilibrium shifts to try to cancel out any changes you make:
A + B C + D + heat
Heating the mixture means the equilibrium moves to the left to counteract the change.
Think this through in terms of the effect on the forward and backward rates

20. Changing pressure
The position of equilibrium shifts to try to cancel out any changes you make:
A(g) + B(g) C(g)
Compressing the mixture means the equilibrium moves to the right to counteract the change.
Think this through in terms of the effect on forward and backward rates of reactions

21. A visual equilibrium mixture
This is a good equilbrium mixture to show to able Triple Science students.
The species on each side are different colours. This enables students to see where the position of equilbrum lies and how it can be changed
[Co(H2O)6]2+(aq)+ 4Cl-(aq) ⇌ [CoCl4]2-(aq)+ 6H2O(l)
pink blue
Experimental details are at:

22. Ammonia & The Haber Process

23. The Haber process
Ammonia (NH3)is a very important chemical used to make fertilisers and explosives. Before WW 1 Germany imported nitrogen compounds from Peru and Chile – supplies were running out and war would make imports impossible anyway German scientists raced to find a way to use the nitrogen in air to make ammonia N2(g) + 3H2(g) 2NH3(g)
Fritz Haber

24. Haber Process – optimum conditions
N2(g) + 3H2(g) NH3(g) ΔH = -92KJmol-1
Pressure
High pressure is needed to push the equilibrium to the right. While some plants have operated at 1000 atm, the cost of operating at this pressure is prohibitive. 250 atm is generally chosen
Temperature
The forward reaction is exothermic so low temperature favours the forward reaction. However at low temperature the rate is too slow. A compromise of around C is chosen
Catalyst
A catalyst of iron is used

25. Flow chart for manufacture of Ammonia
Sulphur removal
Shift reactors
Primary reformer
Secondary reformer
CO2 absorbers
Methanator
CO2
Air
Steam
Natural Gas
Some H2
Compression
Ammonia conversion
Heat removal and product condensation
Purge gas
Ammonia product
Synthesis Loop
Flow chart for manufacture of Ammonia
TSSP Gases, Ammonia & Equilibria
January 2012
The flow chart will be used for a multi-stage task. You do not need to talk through it in detail – the task is to explore it in more depth. It probably is worth pointing out the bit which makes the ammonia, and reflecting that this is just one part of a much larger and more involved process. Like with a circuit diagram, there is little visual correlation between the flow chart and the actual chemical plant, although a skilled engineer would be able to make the relevant connections.
Teachers will be familiar with the basic reaction of nitrogen with hydrogen to make ammonia, and may know some of the history of the process developed by Fritz Haber. What they may not realise is that the raw materials are natural gas, air and steam, or that much of the overall process is taken up with getting feedstocks to a sufficiently pure state so that catalysts are not destroyed, or unwanted side-reactions do not happen.
Resist questions about the process at this point – there will be a chance to raise questions during the tasks.
You could discuss briefly the importance of ammonia, which is mainly for making fertilisers and as the feedstock for nitric acid manufacture. It is a very important chemical made in large quantities. Annual world production is around 140 million tonnes. Pupils, not being able to buy ammonia at the shops, may not appreciate its importance, so ideas for how to help them could be discussed.

26. A Suggested Activity....
Put the A3 ammonia flow chart on a piece of flipchart paper.
Study the diagram and label cards
Discuss where the label cards should be positioned
Place the label cards down and use a marker pen if necessary to connect them to the most relevant point on the diagram.

27. Understanding how industrial processes are represented
The rectangles on the flow chart are processes.
Write on your diagram to show what substances are entering and leaving each process. Include the impurities you know about.
Add the temperatures you know at each point where substances leave a process.
From this work out whether the heat exchangers are adding or removing heat.
Estimated time for task: Up to 10 minutes, including follow-up discussion.
This task requires the teachers to interpret their diagram, using the information about each process from the label cards. They may not be able to complete the task fully – task 3 gives them the opportunity to raise questions.

28. Reflecting on the process
Look at your completed diagram.
What would help make the diagram easier to understand?
What questions do you have about the process
Choose the best three and write them on post-it notes.
How would you use this exercise, or one like it, with triple science pupils?
Estimated time for slide: Up to 10 minutes, including follow-up discussion.
This is a discussion task. The first question is a hypothetical one – specifications do not require pupils to know such a diagram, but it is nevertheless a valid question, as it is about learning.
Suitable stimulus questions could be:
Why would argon build up in the process and need purging?
Why is some hydrogen mixed with the natural gas at the start?
Why do the gases need compressing before the ammonia synthesis loop?
After the discussion on this task has finished, ask the teachers for their thoughts about their understanding of the synthesis of ammonia, and how effective the exercises they have just done have been in getting them to engage with studying the process. Discuss with them whether they could devise a similar activity themselves for an industrial process relevant to their specification. What would they do the same and differently?

29. Uses of Ammonia

30. Additional Activities....
Fritz Haber ‘friend or foe’ – Socratic discussion activity
Haber process mystery

31. Classical Greek philosopher
Socrates
Classical Greek philosopher
470(?) – 399 B.C.
Socrates believed the answers to all human questions reside within us and that through disciplined conversation we can discover ultimate truth.

32. What is a Socratic Circle?
A constructivist strategy in which participants engage in a conversation to collectively seek a deeper understanding of complex ideas.

33. Preparing for Discussion
Highlight the text on Fritz Haber. Highlight in one colour his achievements and in another colour his tragedies. Working in small groups prepare notes to use in the discussion Identify the most important point in the material provided?
Text marking gets pupils to engage with the text thoroughly (text can be shortened if necessary).
Delegates/pupils must construct a good argument to defend or denounce Fritz Haber.
This brings out ethical aspects of science (citizenship) and links to the new framework.
Extended writing is also good in developing more able pupils.
© Learning and Skills Network 2007

34. The Inner and Outer Circles
Inner Circle

35. Socratic Discussion
In the Inner circle 4 – 6 participants will discuss the question ‘Fritz Haber: Friend or foe to mankind?’ 2-3 people will present opposing arguments Arguments must be backed by evidence The Outer Circle will observe from different points of view and will provide feedback after the discussion to the inner circle
LSS 2.3 Observing from different points of view
LSS 6.2 Reflecting on Presentations
Talk mats to support discussion
Outer circle will have cards to focus their observation and feedback
Allow about 10 minutes for the discussion dependent on how the discussion flows – ensure time for the outer circle to feedback

36. Seminar Reflection
What ideas were generated through conversation that you had not previously considered?
What’s the most unsupported claim or idea you’ve heard?
Which idea seems the most obscure or ambiguous?
What’s the most controversial statement you’ve heard today?
How did the interactions of the group help to expand your thinking?
How did the feedback of the outer circle help to improve the quality of the conversation and spur further ideas?

37. Benefits of Socratic Circles
Advances critical reading
Spurs critical thinking
Improves discussion and listening skills
Increases vocabulary
Provides student ownership, voice, and empowerment
Allows students to synthesize both the knowledge-base and the skills-base of the curriculum

38. Drawbacks of Socratic Circles
Time consuming
Discussion is often left without complete “closure”
Discussion may arrive at a conclusion with which the teacher is unfamiliar
Appears “unstructured” to the uninformed observer

39. The Haber Process Mystery
All the fish have died in Lake Scienco. Use the cards to work out why.

40. The Haber Process Mystery
Get students to group the cards then justify their reasons for grouping them
Display mystery slide, students have to use cards to explain how fish died. each group generally have different theories. There is no right or wrong answer - their reasoning is the important bit
You can then use the plenary slide to assess what they have learnt

41. Why was Haber’s method of making ammonia a difficult but important discovery?

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