Lesson Cover Page

Lesson Topic: Effect of Concentration Change on Equilibrium

Time Frame: 104 Minutes
Course: AP Chemistry
Grade Level: 9th-12th

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior):
Following lab, each student can list and describe in their own words, in terms of Le Chateliers Principle, how
a change in concentration will create a shift in equilibrium when given an equilibrium reaction.

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or standards that align to this lesson:
S5C4PO3
S5C4PO8
S5C4PO11

HOMEWORK
Post-Lab Questions
Screen-Cast and Essential Questions (for following day)

RESOURCES/MATERIALS
Active Learning Power-Point
Lab Procedure
Lab Questions

Task Analysis
TIM
E
30
min

SUB-OBJECTIVE
(include Blooms level)
Each student can define Le
Chateliers Principle in their own
words
(Understanding)

15
min

Given a reaction, each student

can identify how to cause a shift
to the right in equilibrium by
changing (increase/decrease)
the concentration of reactants.

TEACHING STRATEGY
Active Learning: Each student will
work through the problems
individually and answer each
question using an ABCD Card
i) Considering the following
reaction at equilibrium, what
happens when the volume is
increased?
ii) Consider the following
reaction at equilibrium, what
happens when the reaction
mixture is heated?
iii) Given the following
reaction, how could you increase
the concentration of products?
iv) Given the following
reaction, how could you increase
the concentration of reactants?
Lab: Equlibrium and Le
Chateliers Principle Part A

CHECK FOR UNDERSTANDING/

ACTIVE STUDENT PARTICIPATION
Active Learning: Each student will
work through the problem
individually and answer (vote)
each question using an ABCD Card
(*explanation of Active Learning at
the bottom)

Data Table: Students will write the

equilibrium reaction, balance the
reaction, and decide how to shift
the equilibrium to the right by
changing (increase/decrease) the
reactant concentration.

(Application)
Stop Sign Check: Each student
needs a signature before moving
on to the next step.

15
min

Given a reaction, each student

can identify how to cause a shift
to the left in equilibrium by
changing (increase/decrease)
the concentration of products.

Lab: Equlibrium and Le

Chateliers Principle Part B

Data Table: Students will write the

equilibrium reaction, balance the
reaction, and decide how to shift
the equilibrium to the right by
changing (increase/decrease) the
product concentration.

(Application)

15
min

Given a reaction, each student

can identify how to cause a shift
to the left in equilibrium by
changing (increase/decrease)
the concentration of reactants.

Lab: Equlibrium and Le

Chateliers Principle Part C

Stop Sign Check: Each student

needs a signature before moving
on to the next step.
Data Table: Students will write the
equilibrium reaction, balance the
reaction, and decide how to shift
the equilibrium to the left by
changing (increase/decrease) the
reactant concentration.

(Application)

15
min

Given a reaction, each student

can identify how to cause a shift
to the right in equilibrium by
changing (increase/decrease)
the concentration of products.

Lab: Equlibrium and Le

Chateliers Principle Part D

Stop Sign Check: Each student

needs a signature before moving
on to the next step.
Data Table: Students will write the
equilibrium reaction, balance the
reaction, and decide how to shift
the equilibrium to the right by
changing (increase/decrease) the
product concentration.

(Application)

30
min

Each student can list and

describe in their own words, in
terms of Le Chateliers Principle,
how a change in concentration
will create a shift in equilibrium
when given an equilibrium
reaction

Post-Lab Questions: Students will

complete their data table and
answer the post lab questions
individually

Stop Sign Check: Each student

needs a signature before moving
on to the next step.
Post-Lab Questions: Each student
will answer the post lab questions
individually

(Understanding)

* Active Learning: There will be three questions in the active learning power point. Each student has a card with A, B,
C, D on the front in different colors. The students will be given 2-5 minutes(depending on question) to come up with an
answer individually. They can use their notes from the previous nights screen cast and essential questions. Each
student has to vote their chosen answer to the question but cannot do so until I say go and they hold their card on
their chest (active student participation. They are not allowed to not vote but have the option of showing all four
letters if they dont know the answer). Depending on student answers, if they are varied (students show all answers)
or 50/50 they will be given time to turn to their neighbor to discuss (or persuade their neighbor they are right/wrong)
the answers and will have the opportunity to vote again. If the majority of student answers are right, a non-volunteer
student (who chose the right answer) will be called on to explain (or demonstrate on board) how they arrived at their
answer.
* Stop Sign Check: When students reach the stop sign on their data tables they must receive a signature from the
teacher (who will view their answers for correctness) before moving on to the next part in the lab.