Chemistry Instructional Guide

Reaction Rates and Equilibrium

Chemistry

Quarter 4

HMHUnit 5

Chatelier’s principle, including: ● At the molecular level, a stress involving a change to one component of an equilibrium system affects other components ● Changing the concentration of one of the components of the equilibrium system will change the rate of the reaction (forward or backward), until the forward and backward rates are again equal ● A description* of a system at equilibrium that includes the idea that both the forward and backward reactions are occurring at the same rate, resulting in a system that appears stable at the macroscopic level Describing Criteria and Constraints Students describe* the prioritized criteria and constraints, and quantify each when appropriate. Examples of constraints to be considered are cost, energy required to produce a product, hazardous nature and chemical properties of reactants and products, and availability of resources. Evaluating Potential Solutions Students systematically evaluate the proposed refnements to the design of the given chemical system. The potential refnements are evaluated by comparing the redesign to the list of criteria (i.e., increased product) and constraints (e.g., energy required, availability of resources). Refning and/or Optimizing the Design Solution Students refne the given designed system by making tradeoffs that would optimize the designed system to increase the amount of product, and describe* the reasoning behind design decisions. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic.

DIFFERENTIATION IN ACTION

Skill Building

Unit Project: Investigating the Solvay Process (p. 307 J)

Extension

Take it Further: Chemical Kinetics (p. 327) Take it Further: Carbon Monoxide Poisoning (p. 354) Take it Further: Environmental Chemist (p. 377)

FORMATIVE ASSESSMENTS

Standard 3.6 Standard 3.7

ELA CONNECTIONS ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Write informative/explanatory texts, including the narration of historical events, scientifc procedures/ experiments, or technical processes.