EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of...

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EQUILIBRIUM SCH4U

Transcript of EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of...

Page 1: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

EQUILIBRIUMSCH4U

Page 2: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Learning Goals:• Explain the concept of dynamic equilibrium, using

examples of physical and chemical equilibrium systems.• Explain the concept of chemical equilibrium and how it

applies to the concentration of reactants and products in a chemical reaction at equilibrium.

• Create and complete an ICE table for an equilibrium system.

• Draw graphs of c vs. t to illustrate a chemical system approaching equilibrium.

• Use appropriate terminology such as dynamic equilibrium, reversible reaction, closed system, equilibrium concentrations, phase equilibrium, solubility equilibrium, chemical equilibrium, equilibrium position

Page 3: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Quantitative vs. Reversible

• So far we have studied quantitative reactions, reactions which proceed until the limiting reactant is consumed

• However, many reactions are not quantitative, they are reversible meaning they can proceed in both forward and reverse directions

• A + B C + D

)(2)(2

)(3)(2)(2 23

gl

ggg

OHOH

NHHN

Page 4: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Dynamic Equilibrium• When the rate of the forward reaction and the rate of the reverse reaction are equal, the system is in dynamic equilibrium

• This does NOT mean that nothing is happening!

How do the following images

represent dynamic equilibrium?

Page 5: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Consider the following…

Over time, what happens to an open beaker of water?

Over time, what happens to the water level if we cover the beaker?

We can study equilibrium under closed systems!

Write an equation to describe the equilibrium system.

Page 6: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Properties of Equilibrium Systems

• 1. Macroscopic properties (e.g. colour, pressure, concentration, pH) are constant• I.e. It appears as if nothing is changing

• 2. Can only be reached in a closed system• 3. Forward rate = Reverse rate• 4. Can be established from either direction

At equilibrium, the concentrations of all reactants and products will remain constant

Page 7: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

3 types of Equilibrium

1. Solubility Equilibrium

2. Phase Equilibrium

3. Chemical Equilibrium

NaCl(s) Na+ (aq) + Cl- (aq)

Page 8: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Types of Equilibrium• Solubility Equilibrium: A dynamic

equilibrium between a solute and solvent

in a saturated solution in a closed system

• Phase Equilibrium: a dynamic equilibrium between different physical states of a pure substance in a closed system• Ex: water/liquid in a sealed container

• Chemical Reaction equilibrium: a dynamic equilibrium between reactants and products of a chemical reaction in a closed system

Page 9: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

PracticeSketch a graph of Concentration of Reactants and products vs. time for Experiment 1 and 2

Page 10: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

More Practice

1. Consider the reaction: • Hydrogen gas and hydrogen iodide gas are both clear

colourless, while iodine gas is purple.• Explain why when hydrogen gas and iodine gas are

added to a closed flask and allowed to react, the colour never fades to colourless.

2. Sketch a graph to illustrate the changes in concentration of each component over time as equilibrium is reached for Experiment 1

Page 11: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

• 3. If experiment 1 did not reach equilibrium, what would the theoretical yield of HI be?

• 4. What is the actual yield of HI in experiment 1?

Page 12: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Solving Equilibrium Problems• Use ICE Tables• I: Initial Concentration (mol/L)• C: Change in concentration

• +x if increasing in concentration• -x if decreasing in concentration• Multiply x by the # of moles

• E: Equilibrium Concentration (mol/L)

Page 13: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #1• In a 4.00L container, 2.50 mol of carbon dioxide gas is

decomposed. At equilibrium, [CO2(g)]eq = 0.125 mol/L. Use an ICE table to find [O2(g)]eq and [CO(g)]eq

Page 14: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #2

• 0.500 mol of NOCl(g) is decomposed in a closed 2.00 L container. [NO(g)]eq = 0.040 mol/L. Find [Cl2(g)]eq and [NOCl(g)]eq.

Page 15: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #3• When 2.00 mol of ethene gas and 1.50 mol of bromine

vapour come to equilibrium in a closed 1.00 L container, the equilibrium concentration of bromine vapour is measured at 0.150 mol/L. Find [C2H4(g)]eq and [C2H4Br2(g)]eq.

Page 16: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #3 Continued• Graph the equilibrium reaction for the addition of bromine

to ethene.

Page 17: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

At equilibrium, the rate of the forward and reverse reactions are equal

Eq

uilib

rium

Page 18: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

For the reaction:

aA + bB cC + dD

At equilibrium:

rfwd = rrev

kfwd[A]a[B]b = krev[C]c[D]d

kfwd = [C]c[D]d

krev [A]a[B]b

Keq = [C]c[D]d

[A]a[B]b

The Equilibrium Constant, Keq

Sub in rate law equation

Rearrange

Sub in Keq for

kfwd/krevEquilibrium constant

Page 19: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Keq Conditions

• Note: the equilibrium constant expression only works with reactions that occur in a single step

• Keq will remain the same as long as the temperature is kept constant (changing the temperature changes the forward and reverse reactions by different amounts and therefore change the Keq)

Page 20: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Examples

)(3)(2)(2

)(42)(2

23)

2)

ggg

gg

NHHNb

ONNOa

Write the equilibrium constant expression for the following two reactions

)(3)(2)(2

)(42)(2

23)

2)

ggg

gg

NHHNb

ONNOa

Page 21: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Heterogeneous Equilibria• Equilibrium systems can involve all states of matter• However, the concentration of a pure solid or liquid cannot change

• Therefore, equilibrium constant expressions will not include solids and liquids

)()(3)(4

)(2)(2

)

)

ggs

gl

HClNHClNHb

OHOHa

)()(3)(4

)(2)(2

)

)

ggs

gl

HClNHClNHb

OHOHa

Page 22: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Magnitude of Keq

Keq >> 1 At equilibrium there is more products than reactants. The reaction is product favoured

Keq = 1 At equilibrium there is an equal amount of products and reactants

Keq << 1 At equilibrium there is more reactants than products. The reaction is reactant favoured

Keq = [C]c[D]d

[A]a[B]b

Page 23: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.
Page 24: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

ExampleCalculate the value of Keq for the following system

)(2)()(2)(2 gggg OHCOHCO

At Equilibrium:

[CO2] = 0.0954 mol/L

[H2] = 0.0454 mol/L

[CO] = [H2O] = 0.00460 mol/L

Page 25: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice

For each reaction and their respective equilibrium constant, predict whether reactants or products are favoured.

• N2(g) + O2(g) 2NO(g) Keq = 4.7 x 10-31

• NO(g) + CO(g) 2N2(g) + CO2(g) Keq = 2.2 x 1059

Page 26: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Le Chatelier’s Principle

• When a chemical system at equilibrium is disturbed by a stress, the system adjusts (shifts) to oppose the change

• Stresses include:• Change in concentration• Change in pressure (or volume)• Change in temperature

Page 27: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Change in Concentration

• Increasing the concentration of the reactants OR• Decreasing the concentration of the products• Will favour the forward reaction, causing the equilibrium to

shift to the RIGHT

• Decreasing the concentration of the reactants OR• Increasing the concentration of the products• Will favour the reverse reaction, causing the equilibrium to

shift to the LEFT

• RECALL: Addition or removal of solid or liquids does not change the concentration. Therefore does not cause a shift. I.e. only applies to gases and aqueous solutions.

A(g) + 3B(g) 2C(g) + heat

Page 28: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Change in Concentration

Page 29: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

N2(g) + 3H2(g) 2NH3

Page 30: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Change in Pressure

• Increasing the volume of the container OR Decreasing the pressure

• Will cause a shift to the side with MORE gas molecules• In our example, it will shift left (4 molreactants > 2 molproducts)

• Decreasing the volume of the container OR Increasing the pressure

• Will cause a shift to the side with LESS gas molecules• In our example, it will shift right (4 molreactants > 2 molproducts)

A(g) + 3B(g) 2C(g) + heat

volume pressure volume pressure

Page 31: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.
Page 32: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Change in Temperature

In an exothermic reaction:

• Increasing the temperature will cause a shift to the LEFT

• Decreasing the temperature will cause a shift to the RIGHT

Page 33: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Change in Temperature

In an endothermic reaction:

• Increasing the temperature will cause a shift to the RIGHT

• Decreasing the temperature will cause a shift to the LEFT

Page 34: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Change in Temperature

Recall: Keq is temperature dependent. Therefore, changes in temperature will also affect Keq

Shift right = products, Keq

Shift left = reactants, Keq

Page 35: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

DEMONSTRATION

Page 36: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Variables that do NOT Affect Equilibrium• Catalysts

• Increases reaction rate by lowering activation energy (of BOTH the forward and the reverse reactions equally)

• Decreases the time required to reach equilibrium but does not affect the final position of equilibrium

• Inert Gases• Increases the pressure, which will increase reaction rate• Increases the probability of successful collisions for BOTH

products and reactants equally • Decreases the time required to reach equilibrium but does

not affect the final position of equilibrium

Page 37: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice

Page 38: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

The Reaction Quotient (Q)• If a chemical system begins with reactants only, it is

obvious that the reaction will shift right (to form products).• However, if BOTH reactants and products are present

initially, how can we tell which direction the reaction will proceed?

• Use a trial value called the reaction quotient, Q• When a reaction is NOT at equilibrium

• Q=Keq the system is at equilibrium• Q > Keq the system shifts towards reactants to reach equilibrium• Q < Keq the system shifts towards products to reach equilibrium

Page 39: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

(p. 464) In a container at 450°C, N2 and H2 react to produce NH3. K = 0.064. When the system is analysed, [N2] = 4.0 mol/L, [H2] = 2.0 X 10-2 mol/L, and [NH3] = 2.2 X 10-4 mol/L. Is the system at equilibrium, if not, predict the direction in which the reaction will proceed.

)(3)(2)(2 23 ggg NHHN

3

32

24

3)(2)(2

2)(3

105.1

)100.2)(0.4(

)102.2(

]][[

][

gg

g

HN

NHQ

rightshift willsystem The

064.00015.0

KQ

Practice #1

Page 40: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #2

In a container, carbon monoxide and water vapour are producing carbon dioxide and hydrogen at 900oC.

CO(g) + H2O(g) H2(g) + CO2(g) Keq = 4.00 at 900oC

If the concentrations at one point in the reaction are: [CO(g)] = 4.00 mol/L, [H2O(g)] = 2.00 mol/L, [CO2(g)] = 4.00 mol/L, and [H2(g)] = 2.00 mol/L. Determine whether the reaction has reached equilibrium, and, if not, in which direction it will proceed to establish equilibrium.

Page 41: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #2 Answer

products

Page 42: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #3Calculating Equilibrium Concentrations from Initial Concentrations

• Carbon monoxide reacts with water vapour to produce carbon dioxide and hydrogen. At 900oC, Keq is 4.200. Calculate the concentrations of all entities at equilibrium if 4.000 mol of each entity are initially place in a 1.00L closed container.

Page 43: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #4Calculating Equilibrium Concentrations Involving a Quadratic Equation

• If 0.50 mol of N2O4 is placed in a 1.0L closed container at 150oC, what will be the concentrations of N2O4 and NO2 at equilibrium? (Keq = 4.50)

Page 44: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Practice #5

Simplifying Assumption: 100 rule (for small K values)

If: [initial reactant] > 100, you can simplify the Keq expression

K

Ex: 2CO2(g) 2CO(g) + O2 (g)

If K = 6.40 x 10-7, determine the concentrations of all

substances at equilibrium if it starts with [CO2] = 0.250 mol/L

Page 45: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Solubility Equilibrium• Not all ionic compounds are equally soluble• Ionic compounds dissociate into individual ions in aqueous

solutions• This can be a reversible system• Example: CaCl2(s) Ca2+(aq) + 2Cl-(aq)

• Equilibrium can be reached between the solid substance and its dissolved ions (saturation point)• The solution is saturated at equilibrium (no more ions can dissociate)

Page 46: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

• An equilibrium equation can be written for solubility reactions

• Ex: AgCl (s) Ag+ (aq) + Cl- (aq)

Solubility Product Constant (Ksp)

Recall: Since AgCl is a solid, the concentration is not changing, so it is “built in” to the K value:

• The new constant is the solubility product constant (Ksp)

Page 47: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Example• Eg: Lead (II) chloride has a molar solubility of 1.62x102

mol/L at 25oC. What is the Ksp of this salt?

PbCl2 Pb2+ + 2Cl-

Ksp = [Pb2+][Cl-]2

[Pb2+] = [PbCl2] = 1.62x10-2mol/L

[Cl-] = 2[PbCl2] = 2(1.62x10-2mol/L) = 3.24 x 10-2mol/L

Ksp = [1.62x10-2mol/L][3.24 x 10-2mol/L]2

= 1.7x10-5

Page 48: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Example 2• The Ksp of silver chloride at 25oC is 1.8x10-10. What is the molar

solubility of AgCl?

AgCl Ag+ + Cl-

AgCl Ag+ Cl-

Initial - 0 0

Change - + X + X

Equilibrium - X X

Ksp = [Ag+][Cl-]1.8x10-10 = [X][X]1.8x10-10 = X2

X = 1.34x10-5M

Page 49: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

• The size of Ksp depends on the solubility of the salt. • Large Ksp: [ions] at equilibrium is high, salt is very soluble• Small Ksp: [ions] at equilibrium is low, salt has low solubility

• To determine whether a precipitate will form during a reaction, a trial solubility product constant can be determine which is denoted by the symbol Qsp.

Qsp < Ksp : Shifts right to equilibrium – all solid dissolving

Qsp > Ksp : Shifts left to equilibrium – precipitate forms

Qsp = Ksp : Equilibrium (saturated) – no precipitate

Page 50: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Example 1• Will a ppt form if a solution of CaSO4 is made such that

[Ca2+] = 0.0104 mol/L and [SO42-]=0.0082 mol/L?

• Ksp =7.1x10-5

• (Ans: Q = 8.5 X 10-5, ppt forms)

Page 51: EQUILIBRIUM SCH4U. Learning Goals: Explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems. Explain the.

Example 2• Will a precipitate form when a solution is made by

dissolving PbCl2 into water. • [Pb2+]=0.0001mol/L. [Cl-]=0.05mol/L. Ksp = 1.2x10-5