Unit 8 Plan: Kinetics and Equilibrium
Stage One: Desired Results
Key Points
The laws of equilibrium dictate the rate of reactions.
Energy is conserved in every chemical reaction.
Energy is commonly released or absorbed by a chemical system as heat.
The energy changes of a chemical reaction can be traced via potential
energy diagram.
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Skills and Knowledge
Students
will be able
to…
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Explain collision theory
Determine the factors that affect reaction rates
Define equilibrium
Explain LeChateliers Principle
Determine the effect of LeChateliers Principle on chemical
reactions
Identify a potential energy diagram
Distinguish between an exothermic reaction versus an
endothermic reaction by looking at a potential energy
diagram
Identify the heat of reaction and activation energy on a
potential energy diagram
Define catalyst
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Essential Questions
What factors affect the rate of reaction?
How do chemical reactions react to
changes in a chemical system?
How do we track changes in energy
during a reaction?
Vocabulary
Collision theory
Rate
Equilibrium
Concentration
Surface area
Pressure
LeChateliers Principle
Kinetics
Potential energy diagram
Heat of Reaction
Exothermic
Endothermic
Activation energy
Activated complex
Catalyst
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Students
will know…
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Formative:
In order for reactions to occur, the reactants must collide
with the proper orientation and right amount of energy to
create the desired product
There are factors that affect the rate of reaction: identity of
the compound (ionic vs. covalent), concentration, surface
area, temperature, pressure, and the presence of a catalyst
Forward and reverse reaction rates are equal in reversible
systems and concentration stays constant at equilibrium
Types of equilibrium: phase equilibrium, solution
equilibrium, chemical equilibrium
LeChateliers Principle states that the equilibrium will shift
to the left or right depending on what is added or taken
away from the system (stress)
A potential energy diagram can represent exothermic and
endothermic reactions
Exothermic reaction produce heat and have a negative heat
of reaction
Endothermic reactions absorb heat and have a positive heat
of reaction
The heat of reaction is the difference between the PE of the
reactants and the PE of the products
Activation energy is the amount of energy needed to form
the activated complex
A catalyst speeds up a reaction by lowering the activation
energy
Stage Two: Assessment and Evidence
Assessments
Mastery of individual objectives will be measured by:
 Accuracy of individual work produced in class and as homework
 Summary Questions
 Exit Slips
Written exam with multiple opportunities/formats for testing mastery of each learning objective
Summative:
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Performance-based exam asking students to demonstrate competence in conducting and analyzing the results of a
simple experiment
Grading/Feedback
Comments/grades based on homework and class-work rubrics
Individual conferences during work time: I try to meet with each student individually at least once per work period (work time
in lesson)
Peer-editing: students switch work and check their partner’s accuracy. Students use peer editing form to provide specific
feedback for their classmate.
Informed Changes Based on Student Data
Me: Daily assessment of student mastery of objectives will help pace instruction (i.e. spend another day revisiting the learning
objective) and change the mode of instruction (i.e. reteach the concept in a different way to incorporate varying learning
modalities, etc.) Also, if it is evident that a certain topic is still challenging students, I will provide more opportunities to
practice the skill/concept during homework assignments, do-now’s, or in-class activities.
Students: Students will track their own mastery of objectives on their personal mastery charts and know which topics they still
have to work on. During our individual conferences, we can address these specific challenges and collaborate on an
individualized learning plan.
Stage Three: Instruction
Learning Activities and Approaches
Resources
Kinesthetic:
 Weekly labs
Visual:
 Digital Presenter/overhead
 Video clips/internet simulations
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Digital Projector, computer
Reading Materials
Poster paper, markers
Internet connection
Hand-outs and guided notes
Miscellaneous lab supplies
Auditory:
 Video/simulations
 group-discussion
Interpersonal:
 cooperative learning labs
Mathematical-logical:
 Inquiry based do nows
Artistic:
 Making posters, process charts
 Drawing particle diagrams
Day
1
Daily Lesson Objectives
and Aims
AIM: What is collision
theory and what factors
affect the rate of
reaction?
Objective 1: SWBAT
explain collision theory.
Standards
PS 3.4d Collision theory
states that a reaction is most
likely to occur if reactant
particles collide with the
proper energy and
orientation.
PS 3.4f The rate of a
Potential Misunderstandings
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Increase in surface area as a
factor for reaction rate is a
little tricky for students to
understand so it will be
helpful to bring in a
demonstration or even find
animation of it online.
Lesson Plan
Notes
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Online
animations of
collision
theory are
extremely
helpful for
students.
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Objective 2: SWBAT
determine the factors that
affect reaction rates.
chemical reaction depends
on several factors:
temperature, concentration,
nature of reactants, surface
area, and the presence of a
catalyst.
AIM: What is
equilibrium?
PS 3.4i At equilibrium the
rate of the forward reaction
equals the rate of the reverse
reaction. The measurable
quantities of reactants and
products remain constant at
equilibrium.
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Students don’t understand
the difference between
constant and equal.
Remember to emphasize
that equal means the same
and constant means not
changing.
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Remember to
show graphs
that represent
equilibrium.
Common on
Part B-2 and
Part C of the
Regents.
PS 3.3j LeChatelier’s
principle can be used to
predict the effect of stress
(change in pressure, volume,
concentration, and
temperature) on a system at
equilibrium.
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Remember to tell students
that all responses regarding
LeChatelier’s principle
should be phrased, “The
equilibrium shifts to the ….”
Students need to understand
that if you increase the
concentration of the
reactant, all reactant
concentration will decrease.
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An
introduction
activity where
students
break an alka
seltzer tablet
in half and
they make
predictions
about what
will happen
when the
other half of
the alka
seltzer is put
into water.
Objective 1: SWBAT
define equilibrium.
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AIM: What is
LeChatelier’s Principle?
Objective 1: SWBAT
explain LeChateliers
Principle.
Objective 2: SWBAT
determine the effect of
stress on a chemical
system in equilibrium.
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5
AIM: How do you
identify an exothermic
versus endothermic
reaction based on a
potential energy
diagram?
Objective 1: SWBAT
identify a potential energy
diagram?
Objective 2: SWBAT
distinguish between an
exothermic reaction
versus an endothermic
reaction by looking at a
potential energy diagram.
AIM: What is heat of
reaction and activation
energy?
Objective 1: SWBAT
identify the heat of
reaction and activation
energy on a potential
energy diagram.
PS 4.1b Chemical and
physical changes can be
exothermic or endothermic
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Table H is really daunting for
students.
Explain why heat of reaction
is negative for exothermic
and is positive for
endothermic reactions.
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Check for
understanding
game in which
students have
an exothermic
and
endothermic
card and you
show different
potential
energy
diagrams.
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Heat of reaction is the
potential energy of the
PRODUCTS minus the
potential energy of the
REACTANTS.
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Scaffolded
station work
where
students have
to identify
values and
parts of the
PE diagram is
effective for
this lesson.
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Remember to emphasize
that catalysts DECREASE
the activation energy, but
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Start with a
demo in which
a slice of
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PS 4.1c Energy released or
absorbed during a chemical
reaction can be represented
by a potential energy
diagram.
PS 4.1b Chemical and
physical changes can be
exothermic or endothermic
PS 4.1c Energy released or
absorbed during a chemical
reaction can be represented
by a potential energy
diagram.
PS 3.4g A catalyst provides
an alternate reaction
pathway, which has a lower
activation energy than an
uncatalyzed reaction.
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AIM: What are
catalysts?
PS 3.4g A catalyst provides
an alternate reaction
pathway, which has a lower
SWBAT define catalysts.
activation energy than an
uncatalyzed reaction.
7
REVIEW
8
UNIT 8 TEST
INCREASE the reaction rate.
potato is put
into hydrogen
peroxide and
explain how
the potato is a
catalyst for
the break
down of the
hydrogen
peroxide.