7.05 Equilibrium Template

Title : 7.05 Equilibrium Lab Objective(s): My goal for this lab was to see how adding or removing chemicals from a reaction at equilibrium would affect the outcome. I wanted to see if the reaction would shift to favor the reactants or the products, as predicted by Le Châtelier's Principle. Hypothesis: Choose one of the options in brackets by highlighting, bolding, or placing your answer in a different color. 1.​ If the amount of reactant increases, the rate of the [forward or reverse] reaction will [increase or decrease] to reach a new equilibrium. 2.​ If the amount of reactant decreases, the rate of the [forward or reverse] reaction will [increase or decrease] to reach a new equilibrium. 3.​ If the amount of product increases, the rate of the [forward or reverse] reaction will [increase or decrease] to reach a new equilibrium. 4.​ If the amount of product decreases, the rate of the [forward or reverse] reaction will [increase or decrease] to reach a new equilibrium. Variables : Independent (only 1) What we change on purpose This is what I changed on purpose in each test tube. It was the specific chemical I added to the reaction.. Unless Otherwise Noted All Content © 2022 Florida Virtual School. FlexPoint Education CloudTM is a trademark of Florida Virtual School. Dependent (only 1) What we measure as a result; the outcome or measured variable Controlled (numerous) Everything else must stay exactly the same. This is what I measured as a result of my changes. I observed the color change of the solution, which showed me which way the reaction shifted. .I made sure to keep the initial amount of the purple equilibrium solution the same in each test tube, and the temperature of the room was also kept constant. Procedure: ●​ Equilibrium reaction in the lab: Co(H2O)62+ + 4Cl– ⇆ CoCl42– + 6H2O ●​ When the reaction is at equilibrium, the solution will be purple Data: : 1.​ Record the initial and final color of the solution. 2.​ Indicate whether the reaction had more reactants or more products after the compound was added. 3.​ Determine which reaction rate (the forward or reverse) increased during the reaction. 4.​ Determine which reaction rate (the forward or reverse) decreased during the reaction Information from the lab about what each color indicates Video explaining the lab (data table looks different) Picture of the Lab Test Tubes Unless Otherwise Noted All Content © 2022 Florida Virtual School. FlexPoint Education CloudTM is a trademark of Florida Virtual School. Trial Initial Color Final Color More reactants In which direction In which direction or products at did the reaction rate did the reaction rate increase? decrease? equilibrium? (forward or reverse) (forward or reverse) 1: HCl added Purple Blue Products Forward Reverse 2: AgNO3 added Blue Pink Reactants Reverse Forward 3: H2O added Purple Pink Reactants Reverse Forward 4: NaCl added Purple Blue Products Forward Reverse Conclusion: Based on the results, my hypothesis was correct. I saw that when I added a reactant like HCl or NaCl, the solution turned blue, which meant the reaction shifted to the product side to use up the extra Cl ions. This made the forward reaction rate increase. When I removed a reactant by adding AgNO3 (which took away the Cl ions), or when I added a product like H2O, the solution turned pink. This showed the reaction shifted to the reactant side, increasing the reverse reaction rate. I learned that a system at equilibrium will always try to balance itself out by shifting away from the stress I put on it. Post-Lab Questions:. 1.​ Describe the rates of the forward and reverse reactions when a chemical reaction is in dynamic equilibrium. Answer:When a reaction is at equilibrium, the forward and reverse reactions are still happening, but they are occurring at the exact same speed. This is why we don't see any changes in the amounts of chemicals—they're being made and unmade at the same rate. 2.​ A misconception about chemical equilibrium is that once a reaction reaches equilibrium, the reaction has stopped. Describe how to correct this misconception. Unless Otherwise Noted All Content © 2022 Florida Virtual School. FlexPoint Education CloudTM is a trademark of Florida Virtual School. Answer:I would correct this by explaining that equilibrium is "dynamic," which means things are still in motion. It's not a stop sign; it's more like two people walking on a treadmill at the same pace. The person stays in the same spot, but they are still actively moving. Similarly, the chemicals are still reacting, but the overall amounts don't change because the forward and reverse reactions are perfectly balanced. 3.​ Describe a physical change that can lead to phase equilibrium ​ Answer: One example of a physical change that reaches equilibrium is having water in a sealed bottle. Over time, some of the water evaporates and becomes gas (water vapor). At the same time, some of the water vapor condenses and turns back into liquid. When the rate of evaporation equals the rate of condensation, the system has reached phase equilibrium. Unless Otherwise Noted All Content © 2022 Florida Virtual School. FlexPoint Education CloudTM is a trademark of Florida Virtual School.