11 Asa Chemistry Kinetics Equilibria Lessonplan

Instructional Objectives

(a) explain, in terms of rates of the forward and reverse reactions, what is meant by a reversible reactionand dynamic equilibrium
(b) state Le Chatelier’s Principle and apply it to deduce qualitatively (from appropriate information) the effects of changes in temperature, concentration or pressure, on a system at equilibrium
(c) state whether changes in concentration, pressure or temperature or the presence of a catalyst affect the value of the equilibrium constant for a reaction
(d) deduce expressions for equilibrium constants in terms of concentrations, Kc, and partial pressures, Kp
(e) calculate the values of equilibrium constants in terms of concentrations or partial pressures from appropriate data
(f) calculate the quantities present at equilibrium, given appropriate data
(g) describe and explain the conditions used in the Haber process and the Contact process, as examples of the importance of an understanding of chemical equilibrium in the chemical industry
(h) show understanding of, and use, the Brønsted-Lowry theory of acids and bases, including the use of the acid-I, base-II concept
(i) explain qualitatively the differences in behaviour between strong and weak acids and bases and the pH values of their aqueous solutions in terms of the extent of dissociation
(j) explain and use the terms: rate of reaction, activation energy, catalysis, rate equation, order of reaction, rate constant, halflife of a reaction, rate-determining step
(h) explain qualitatively, in terms of collisions, the effect of concentration changes on the rate of a reaction
(k) show understanding, including reference to the Boltzmann distribution, of what is meant by the term activation energy
(l) explain qualitatively, in terms both of the Boltzmann distribution and of collision frequency, the effect of temperature change on the rate of a reaction
(m) explain that, in the presence of a catalyst, a reaction has a different mechanism, i.e. one of lower activation energy
(n) interpret this catalytic effect in terms of the Boltzmann distribution
(o) describe enzymes as biological catalysts (proteins) which may have specific activity

Teaching process

  • A quick recap on the already taught concepts of equilibria
  • Check up questions in class for practice
  • Classroom teaching should suffice for the rest of the topics

Suggested reading


  • Will plan the relevant experiments for the next fortnight


  • End of chapter questions from "A" level textbook
  • Numericals from Raymond chang