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Siobhan Julian
Chemistry Teacher, Webster Schroeder High School
Webster, NY
November 2015
As chemistry teachers, we know that students can have misconceptions about the definition of equilibrium. With the word sounding so much like “equal,” many students naturally assume that the concentrations or amounts of reactants and products, rather than rates, must be equal at equilibrium. This short lab activity helps to dispel that notion while reinforcing the idea that it is the rate of exchange between the forward and reverse reaction that is the same.
Students will examine two systems. In the first, forward and reverse reactions are equally favored, modeled by students using straws of the same size to transfer water between the two containers. In the second, the forward reaction is more heavily favored than the reverse reaction, as modeled by students using straws of different sizes. In both cases, however, students will reach a point where there is no longer any volume change between the two containers, indicating that equilibrium has been reached.
After finishing the activity, students will practice their graphing and data interpretation skills.
Table 1: Volume after x transfers (2 large-width straws)
x | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
mL | 50 | ||||||||||||||||||||
mL | 0 |
Table 2: Volume after x transfers (1 large-width straw, 1 smaller-width straw)
x | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
mL | 50 | ||||||||||||||||||||
mL | 0 |
Have your students plot a graph for each table. The number of transfers should be shown on the x-axis, and volume in mL should be shown on the y-axis. Students should graph both graduated cylinders on the same graph, thereby having one curve that starts at 50 mL and a second that starts at 0 mL. Students should notice that for both graphs, the curves will eventually level off, indicating that equilibrium has been reached.
Have your students explain how this activity models equilibrium. In particular, have them note the differences between Part I and Part II, and draw their attention to the purpose of the two straws. Hopefully, students should understand at the end of this activity that even though the amount of “product” and “reactant” might be different at equilibrium, as long as the rate of transfer is the same, equilibrium has been reached.
Explore more equilibrium activities with Carolina kits:
(Activity borrowed from Paul Groves, South Pasadena High School)