Equilibria · SHS2 Chemistry

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.3 - Apply the concepts of equilibrium and rates to industrial processes (Haber and Contact Process).

By the end of the lesson, learners can:

Explain why the Haber process and Contact process are carried out under specific conditions of temperature, pressure and catalyst, linking each condition to Le Chatelier’s principle and rate considerations.
Predict how changes in temperature, pressure and concentration would shift the position of equilibrium in the Haber and Contact processes, and justify whether such changes would actually be used in industry.
Evaluate the economic compromise between maximum yield (equilibrium position) and maximum speed (rate of reaction) in the industrial production of ammonia and sulphuric acid.
Apply the concepts of equilibrium and rates to suggest optimal conditions for the production of ammonia and sulphuric acid in a given scenario, giving reasons based on both thermodynamics and kinetics.
Communicate findings on industrial equilibrium processes in a group presentation, using appropriate chemical terminology and addressing the question of why chemists do not simply use the theoretically ideal equilibrium conditions.

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Curriculum details

Strand: Physical Chemistry (Strand 1)
Sub-strand: Equilibria (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate understanding that a balance of opposing reactions occur in chemical equilibrium systems to attain equilibrium and this principle is applied in chemical industrial processes. 2.1.2.LO.1 Explain that dynamic equilibrium is attained when the rates of the forward and backward reactions are equal and this principle has industrial applications. 2.1.2.LO.2 Apply your knowledge in acids and bases to classify and describe substances as acids and bases as well as determine the concentration of analyte through titration.
Indicator: 2.1.2.LI.3 - Apply the concepts of equilibrium and rates to industrial processes (Haber and Contact Process).
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 69

Exemplars (from the NaCCA curriculum)

Exploratory Approach: Investigate from the Internet and other sources about how Le Chatelier's principle is applied in industrial processes.
Collaborative Learning: Give group presentations on how Chemists carry out reactions economically to get the highest yields in the shortest possible time using the Haber and Contact processes in the production of ammonia and sulphuric acid.
Teaching and Learning Materials:
- * Video on the topic. * Worksheet containing tables to be completed on the equilibrium factors. * Worksheet with scaffolding strategies in Kc, Kp and Ksp
- CHARTS * Chart of the production line processes. * Chart of processes that are
- of the Haber and Contact
- reversible
Assessment (2.1.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.