Applications of Le Châtelier’s Principle
By: The Flinn Staff
Item #: AP7659
Price: $107.00
The Applications of Le Chatelier’s Principle Inquiry Lab Solution for AP® Chemistry introduces students to equilibrium concepts. Six chemical equilibrium systems are analyzed with the corresponding patterns and trends.
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What happens when the equilibrium is disturbed? Students investigate six chemical equilibrium systems to analyze patterns and trends in the principles, concepts and definitions of equilibrium.
Students begin with an activity that introduces the properties of a system at equilibrium: the reversible complex-ion reaction between iron(III) nitrate and potassium thiocyanate. Deliberate “stresses” are added to the system and students analyze the resulting color changes. This procedure provides a model for guided-inquiry analysis of five additional equilibrium systems. Inquiry activities include a reversible acid–base indicator reaction, copper and cobalt complex ions, gas–liquid solubility of carbon dioxide and the solubility of magnesium hydroxide. For convenience, these systems may be set up as lab stations.
Complete for 24 students working in pairs. Refill kit includes chemicals and consumable supplies.
2024 CED Alignment:
Unit 7 - Equilibrium
Topic 7.9 - Introduction to LeChatelier's Principle
Description of the Lab
Students investigate how an equilibrium system responds to various stresses, including changes in concentration, temperature, and pressure. By observing visible color shifts in an iron thiocyanate equilibrium, students apply Le Châtelier’s Principle to explain the system’s behavior.
Learning Objective
- LO 7.9.A – Identify the response of a system at equilibrium to an external stress, using Le Châtelier’s principle.
Skills Students Will Learn
- 1.B – Describe the components of and quantitative information from models and representations that illustrate both particulate-level and macroscopic-level properties.
In this lab: Students connect observable color shifts to molecular models of equilibrium position.
- 2.D – Make observations or collect data from representations of laboratory setups or results, while attending to precision where appropriate.
In this lab: Students document qualitative changes and determine how each stress affects equilibrium.
- 6.E – Provide reasoning to justify a claim using connections between particulate and macroscopic scales or levels.
In this lab: Students use molecular reasoning to explain why the system shifts in response to each stressor.
Specifications
Materials Included in Kit:
Ammonium hydroxide reagent, 30 mL
Bromcresol green solution, 0.04%, 35 mL
Bromthymol blue solution, 0.04%, 20 mL
Calcium chloride, 5 g
Cobalt chloride hexahydrate, 1% in 95% ethyl alcohol, 100 mL
Copper(II) sulfate solution, 0.2 M, 100 mL
Hydrochloric acid solution 1 M, 15 mL
Hydrochloric acid solution, 6 M, 20 mL
Hydrochloric acid solution, 0.1 M, 25 mL
Hydrochloric acid solution, 3 M, 250 mL
Iron(III) nitrate solution 0.2 M, 125 mL
Milk of magnesia, 150 mL
Potassium nitrate, 15 g
Potassium thiocyanate, 10 g
Potassium thiocyanate solution, 0.1 M, 30 mL
Seltzer water, bottle, 8 oz
Silver nitrate solution, 0.1 M, 30 mL
Sodium hydroxide solution, 0.1 M, 30 mL
Sodium phosphate, monohydrate, 15 g
Universal indicator solution, 20 mL
Bromcresol green indicator color chart
Culture (Petri) dish, 90 x 15 mm, 12
Pipet, Beral-type, graduated, 25
Syringe tip cap, 2
Syringe, disposable, 35 mL, 2
Additional Materials Required: Distilled or deionized water, beakers, graduated cylinders, hot plate, ice, labeling or marking pens, magnetic stir plate and stir bar (or stirring rod), test tube, test tube holder, test tube rack, thermometer, volumetric flask, wash bottle.
Additional Materials Required (for Pre-Lab Preparation): Distilled or deionized water, graduated cylinder, volumetric flask, wash bottle.
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