Lesson Plan

Lesson: Le Chatelier’s Principle (I)

Aim :

To study Le Chatelier’s principle.

Learning Outcomes :

By the end of the lesson, students will be able to :

1. state Le Chatelier’s principle.

2. identify the factors affecting chemical equilibrium.

3. explain the effect of change in concentration in terms of Le Chatelier’s principle.

Assumed prior knowledge :

Students should already be familiar with :

1. the concept of dynamic chemical equilibrium.

2. the equilibrium constants, Kc and Kp.

Underlying Principles

1. Making the invisible, visible.

2. Enabling students to know what to look for.

Time taken to complete the activities : 80 minutes

Differentiation

Questions in the student notes are designed to enable all students to complete the activity.
The pop-up answers are provided for the students to view when they have considered their
responses. Worksheet questions include questions that require recall, understanding and
application of the new concepts learned.

© 2003 Ministry of Education Malaysia. All Rights Reserved. Page 1 of 4

Development of Lesson :

No. Steps Strategy Resources

1 Set Induction. • Teacher to use Activity 1 page 1 to

(Ascertaining prior illustrate the effect of a change in an
knowledge and equilibrium.
introducing lesson
topic for the day). • Teacher to use Activity 1 page 2 to
introduce lesson objectives for the day.

2 Student Activity Teacher to go through Activity 2 with the • Courseware

students.

• Activity 1 : Le Chatelier’s principle.

Students get to investigate how a

change in condition can affect the state
of equilibrium of a system. They are also
introduced to Le Chatelier’s principle.

• Activity 2 : Changes in concentration.

Students are shown how a change in
concentration of the reactants or products
in an equilibrium mixture results in a
a shift of the equilibrium position.

3 Evaluation • Students to answer questions in the • Worksheet

student worksheet on their own.

4 Extension activity • Students to go through the extension • Websites

activities on their own. • Reference
books.

© 2003 Ministry of Education Malaysia. All Rights Reserved. Page 2 of 4

Worksheet answers

2. Changes in concentration

2.1 a. The position of equilibrium shifts to the left.

b. The change imposed on the system is an increase in the concentration of

Fe(SCN)2+. According to Le Chatelier’s principle, the position of equilibrium will
shift to use up some of the added Fe(SCN)2+. In doing so, more Fe3+ and SCN–
will be formed.

2.2 a. Addition of dilute alkali will bring about the reaction:

H+(aq) + OH–(aq) H2O(l)

The addition of NaOH would reduce the hydrogen ion concentration. Therefore,
the equilibrium will shift to the right in order to replace those hydrogen ions that
have been removed. The solution will become yellow as an excess of ions CrO42–
is produced.

b. The equilibrium will shift to the left and the solution turns from yellow to orange.

2.3 a. Hydrochloric acid is a source of chloride ions. An increase in their concentration

causes the equilibrium to move to the right. The white solid dissolves and the
solution turns yellow due to the increase in concentration of the complex ion.

b. Adding more lead(II) nitrate increases the concentration of lead(II) ions. These
react with chloride ions to make lead(II) chloride. In effect, the concentration of
chloride ions is reduced, so the equilibrium shifts to the left. More lead(II) chloride
appears and the yellow colour of the solution fades.

2.4 a. (5)2
Kc = –––––––––––
(0.5)2 x 0.2

= 500 mol−1 dm3

b. The position of equilibrium shifts to the right. The change imposed on the
equilibrium system is an increase in the concentration of SO2. The position of
equilibrium will shift to use up some of the added SO2. In doing so, more SO3
will be formed.

© 2003 Ministry of Education Malaysia. All Rights Reserved. Page 3 of 4

 c. Let x mol of SO2 be added,

2SO2 + O2 2SO3

Equilibrium/mol 0.5 0.2 5.0

When SO2 is
0.5 + x 0.2 5.0
added/mol
New
(0.5 + x) – 0.2 0.2 – 0.1 5.2
equilibrium/mol
Concentration/mol 0.3 + x 0. 1 5. 2
dm-3 1.0 1 .0 1 .0

2
5.2
1 .0
Kc = ––––––––––––
2
0 .3 + x 0. 1
1 .0 1 .0

2
5.2
1 .0
500 = ––––––––––––
2
0 .3 + x 0. 1
1 .0 1 .0

x = 0.46

© 2003 Ministry of Education Malaysia. All Rights Reserved. Page 4 of 4