NSW Department of Education

Chemistry Module 5 –
Equilibrium and Acid
Reactions
 Chemistry Module 5 – Equilibrium and Acid Reactions | 1

Contents
Teaching the Year 12 Modules.............................................................................................................................

Course overview....................................................................................................................................................

Module summary...................................................................................................................................................

Big ideas.................................................................................................................................................................

Relationship to other modules.............................................................................................................................

Core concepts........................................................................................................................................................

Opportunities for extending concepts................................................................................................................

Alternative conceptions and misconceptions....................................................................................................

Conceptual difficulties..........................................................................................................................................

Suggested teaching strategies............................................................................................................................

IQ5-1 – What happens when chemical reactions do not go through to completion?..............................................

IQ5-2 – What factors affect equilibrium and how?...................................................................................................

IQ5-3 – How can the position of equilibrium be described and what does the equilibrium constant
represent?...............................................................................................................................................................

IQ5-4 – How does solubility relate to chemical equilibrium?...................................................................................

Appendix 1 – equilibrium concepts.....................................................................................................................

Student activity........................................................................................................................................................

Materials.......................................................................................................................................12

Procedure.....................................................................................................................................12

Appendix 2 – Le Chatelier’s principle..................................................................................................................

Student activities.....................................................................................................................................................

Appendix 3 – Keq and Q calculations...................................................................................................................

Calculating and applying Keq in equilibrium systems...............................................................................................

Calculating and applying Q in equilibrium systems.................................................................................................

Appendix 4 – solubility and Ksp calculations......................................................................................................

Calculating and applying Ksp in equilibrium systems...............................................................................................

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 2

Calculating and applying Ksp in precipitation reactions..........................................................................................

Common ion effect..................................................................................................................................................

Solubility and its use by ATSI peoples to remove Cycad toxins..............................................................................

Student activity........................................................................................................................................................

References.............................................................................................................................................................

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 3

Teaching the Year 12 Modules

The new Stage 6 Chemistry course was implemented in NSW schools in 2018-2019. This syllabus
incorporates new content and learning activities such as Depth Studies. The syllabus is designed
around inquiry questions and formal assessment tasks emphasise the skills for working
scientifically.

The Year 12 course builds on the concepts introduced in Year 11 by the examining of particular
classes of chemicals, processes and a variety of chemical reactions which incorporate organic
compounds and acid/base and equilibrium reactions. The application of this knowledge to the
investigation of a range of methods used in identifying and measuring quantities of chemicals,
leads to a deep understanding of the structure, properties and trends of, and between, classes of
chemicals. The Working Scientifically skills and processes are applied to predict outcomes by
using physical, conceptual and mathematical models and assessing the limitations of models.

Therefore, pedagogies that promote inquiry and deep learning should be employed in the
Chemistry classroom. The challenge presented by the additional content and the change in
pedagogical approach were the catalysts for the preparation of these module guides for Stage 6.
These guides are intended to assist teachers deliver Chemistry effectively by outlining overarching
concepts (big ideas), core and extended ideas, strategies for teaching the modules, uncovering of
alternative conceptions, and strategies to address them. The guides support the teacher in
facilitating the development of deep knowledge structures, such as the relationships between
concepts. The module guides do not cover all aspects of the syllabus, as that was not within the
scope of the project. It is essential that teachers note that the module guides do not substitute the
syllabus, but only support teachers to teach it.

The information contained in these documents is correct at the time of publication. While every
effort has been made to eliminate errors, any errors or omission that are identified after the release
of these documents will be corrected and released as resource updates. It is recommended that
teachers access Science Stage 6 for the latest version of these documents.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 4

Course overview

The chemistry course develops student ability to apply processes that underpin the understanding
of the nature and practice of science. It enables students to interpret the interconnection between
the nature and practice of science and knowledge of chemistry. Through applying the Working
Scientifically skills processes, the course aims to examine how theories, models and practices are
used and developed.

The fundamentals developed in Year 11 include:

 knowledge, understanding of the properties and structures of matter, and relating properties
and structures to trends in data and reactions.

 knowledge and understanding of the types of and drivers of chemical reactions.

 skills in making hypotheses and designing valid and reliable practical investigations.

 skills in conducting investigations and solving problems.

 constructing models.

 conducting investigations by measuring and/or collecting relevant data and information from
first-hand practicals and secondary sources and determining the accuracy, reliability and
validity of data and information.

The Year 12 course builds on the concepts introduced in Year 11 by:

 examining classes of chemicals, processes and a variety of chemical reactions which

incorporate organic compounds and acid/base equilibrium reactions

 the application of this knowledge to the investigation of a range of methods used in

identifying and measuring quantities of chemicals, which leads to a deep understanding of
the structure, properties and trends of, and between, classes of chemicals

 using physical, conceptual and mathematical models to predict outcomes and assessing the
limitations of models.

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Module summary

This module addresses the concepts of equilibrium in both qualitative and quantitative approaches
for students to explore the nature of chemical reactions. Students use Le Chatelier’s principle to
predict and analyse reactions, with reference to conceptual models, analogies, graphical
representations and mathematical models. Students link thermodynamics and energy to
equilibrium and the analysis of reactions, including solubility and dissolution.

Big ideas

 Chemical and physical changes may be described in open and closed systems.

 Static and dynamic equilibrium may be modelled.

 There may be no observable changes at the macro level, but at a molecular level, equilibrium
can be observed, modelled, and described.

 A disturbance to a system will cause the equilibrium position to shift and these changes can
be predicted, described and modelled using Le Chatelier’s principle and collision theory.

 Equilibrium can be analysed using various representations of qualitative and quantitative

data.

 Changes in energy and the analysis of energy profile diagrams are linked to changes in the
equilibrium position.

 Mathematical models can be used to predict, explain and analyse a range of reactions,
including solubility and dissociation of ionic compounds and acids.

Relationship to other modules

Learning about reactions, equations and stoichiometry in these Year 11 modules will provide the
basis for the work on quantitative equilibrium:

 Module 2 Introduction to Quantitative Chemistry, (IQ2-1 Chemical Reactions and

Stoichiometry and IQ2-3 Concentration and Molarity and IQ2-4 Gas Laws)

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 Module 3 Reactive Chemistry, (IQ3-1 Chemical Reactions, IQ3-3 Rates of Reaction).

Factors that drive reactions will be built on knowledge and understanding from:

 Module 4 Drivers of reactions, (IQ4-1 Energy Changes in Chemical Reactions and IQ4-3
Entropy and Gibbs Free Energy)

Module 5 is best taught in the order in which it appears in the syllabus. If Module 6 is taught
before Module 5 the concept of Ka may be difficult to describe without the first two inquiry
questions from Module 5 being covered first.

Core concepts

 Models are constructed, analysed and assessed as analogues for chemical reactions.

 Models of equilibrium can be qualitative or quantitative, and can be represented as

mathematical models, graphical models, simulations and animations, conceptual models and
physical models.

 Practical investigations are designed and conducted to analyse reactions using a range of
data representations, including constructing balanced equations with states and enthalpy of
reaction.

 Graphs and energy profile diagrams are constructed and analysed.

 Factors and changes to reactions are predicted and analysed qualitatively by applying Le
Chatelier’s principle and quantitatively through the calculation of equilibrium constant, K.

 By constructing ICE tables, equilibrium constants (K) and reaction quotients (Q) are
calculated, using data from a range of representations.

 Knowledge of equilibrium is applied to solubility and dissociation of ionic compounds and to

dissociation of acids and bases.

 The calculating of equilibrium constants is the basis of the ability to analyse and predict
reactions.

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Opportunities for extending concepts

Extension of concepts may be used as a starting point for depth studies. For example:

 Links to entropy and enthalpy as drivers of reactions

 Predicting reactions, reaction direction and spontaneity

Alternative conceptions and misconceptions

 Chemical reactions are irreversible.

 Reactions that are proceeding must exhibit observable changes and if no changes are
evident the reaction is stopped.

 Rates of forward and reverse reactions are not equal at equilibrium.

 Concentrations of products and reactants at equilibrium are equal.

 Rate of reaction and equilibrium are the same thing, that is, if the rate is faster, more product
will be made.

 Animations, simulations and models may assist students to visualise the understand
equilibrium, collision theory and rates of reaction at a particle level.

 Models are always physical 2-D and 3-D representations.

 Mathematical models are also able to summarise equilibrium, as evidenced by calculation

and analysis of reaction quotient, Q and equilibrium constant, K.

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Conceptual difficulties

 Applying models and analogies to reactions and collision theory.

 The difference between static and dynamic equilibrium and open and closed systems. This
video discusses the conceptual difficulties in understanding changes to an equilibrium
system vs reactants and products sides.

 Using qualitative and quantitative data to analyse equilibrium, understanding which to use
and predicting the effect of changes on equilibrium. A thorough understanding of the nature
of qualitative equilibrium is necessary before students analyse equilibrium quantitatively.

 Assessing the validity and reliability of data. Practical activities provide opportunities for
students to design investigations and analyse the data collected.

 Optimising a process by considering both rate and the factors that affect equilibrium.
Modelling, animations and simulations may be used to evaluate a process, once students are
competent in visualising and understanding equilibrium and rate of reaction.

 Mathematical concepts involving:

— the writing of expressions for equilibrium constant, K

— the calculation and assumptions in determining the concentration of various species

— coefficients in stoichiometry and indices

— uncertainty and assumptions.

Assigning problem sets and then applying formative assessment in the classroom is
recommended to assess the mastery of mathematical concepts. Confident students may be
extended with more advanced calculations and the analysis of equilibrium reactions.

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Suggested teaching strategies

This is not a teaching program, but a sequence of strategies. This document attempts to address
the conceptual difficulties and alternative conceptions as well as the parts of the syllabus that are
new or that may be difficult for which to construct effective learning sequences.

IQ5-1 – What happens when chemical reactions do not go

through to completion?

To engage students, equilibrium may be introduced with a practical example, with an observable
change, such as the cobalt chloride equilibrium. Teachers should complete a risk assessment prior
to choosing which equilibrium reaction will be used, or alternatively use media recordings of
observable reactions. Chemical experiments which demonstrate equilibrium systems and introduce
the concept of changes to conditions impacting reactions include:

 Cobalt Chloride (see appendix 2).

 Equilibrium between nitrogen dioxide and dinitrogen tetroxide (note, copper metal and
concentrated nitric acid is a suitable substitute for unsafe heating of lead nitrate to generate
nitrogen dioxide gas). The weakness in the practical is the demonstration of pressure
changes on nitrogen dioxide, which is difficult to achieve in the laboratory and can be
hazardous if precautions are not completed appropriately (see appendix 2).

 Potassium dichromate are chemical experiences/demonstrations showing qualitative

observations of equilibria with colour changes and linking the observations to equations and
the practice of core skills for analysis of equilibrium (see appendix 2).

The link with a range of effective non-chemical analogies will assist students to qualitatively
describe chemical equilibrium. The factors which impact dynamic equilibrium can be linked to the
chemical equations used. Large scale models with students as molecules can be very engaging.

IQ5-2 – What factors affect equilibrium and how?

Le Chatelier’s principle is well described in many texts and online resources. The application of Le
Chatelier’s principle to a range of reactions and representations, including models, will
demonstrate deep understanding.

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The introduction of graphs, representing changes to a system and the effect on species
concentrations, can represent a large amount of information in an organised, visual way. Students
can describe changes, conditions or concentrations by referring to Le Chatelier’s principle and both
the equation and the graph. The use of graphical representations of changes to systems as
stimulus for formative assessment will enable teachers to assess understanding.

Complete a case study of Haber process (or an alternative more mathematical simulator) as an
industrial example of equilibrium in action (links well with IQ8-3), by determining gas moles,
balancing the equation and describing conditions that influence the reaction. The strength in this
case study is in the simplicity of the equilibrium reaction equation, as all species being in the
gaseous state facilitates easier analysis of pressure, volume and temperature considerations.
Weakness exists in the simulation on the cost of production/profits however this is a useful talking
point about the need to monitor equilibrium from a commercial perspective. A review of rates of
reaction and a discussion about percentage of product yield vs the rate at which product is
produced, may help misconceptions about the difference between rate and yield. Using rhubarb as
a safer alternative to the hydrochloric acid and sodium thiosulfate practical, for comparing rate of
reaction as concentration and/or surface area is changed, can be included as a review of IQ3-3. A
good understanding of both equilibrium and rate is essential to be able to discuss the Haber
process adequately.

IQ5-3 – How can the position of equilibrium be described

and what does the equilibrium constant represent?

 Calculate K and Q with a strong link back to the analogies and case studies, using sample
data, before introducing the ICE table concept to analyse reactions. Given chemical
equations and initial concentration data, ICE tables can be used to determine equilibrium
values for use in K expressions and Q calculations in order to analyse the equilibrium
position. Rearranging of the K and Q expressions to determine concentrations of reaction
components is also an important process to complete.

 ICE tables this [Link] resource gives a step by step introduction into setting up
and using ICE table to solve for K or Q. See appendices for examples of how to use ICE
tables.

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IQ5-4 – How does solubility relate to chemical equilibrium?

 Determine solubility equilibrium position to link Ksp and solubility limit for ionic substances.
Gravimetric analysis using precipitation reactions will allow the calculation of solubility limits
and Ksp for a range of simple ionic substances. See appendices for examples of how to
perform Ksp calculations.

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Appendix 1 – equilibrium concepts

Equilibrium is a difficult concept for students to conceptually process. The use of analogies and
models is a highly engaging method of developing student capacity and confidence. Care must be
taken in the appropriate selection and use of analogies and models as some are more widely
applicable than others. Uncontrolled variables, and inadvertent errors can also impact the outcome
of the task and complicate the link to equilibrium for students.

Physical and Theoretical Chemistry Equilibria uses physical demonstrations of the concepts in a
concrete manner is enhanced in this non chemistry-based equilibrium analogy, using water tank
transfers. This analogy features student interaction with the concept and ability to adjust variables
to model factors that influence equilibrium. The weakness relates to the inaccurate construction of
the apparatus to reduce other inputs. Other models include:

 Equilibrium concept through interactive analogies from the University of Waterloo

 Escher: The Waterfall and Chemical Equilibrium. An Analogy Derived From Art for
Chemistry. A pdf from [Link]

 Equilibrium Demonstrations - The Good, the Bad, and the Ugly! (27:28)

The below activity is adapted from An Analogy for Chemical Equilibrium (PDF 878 KB) for the
procedure and student worksheets which contain a familiar activity utilising drinking straws of
differing diameter in measuring cylinders. Fire-polished glass tubing or upside down pipettes could
be used as an alternative to straws. Other apparatus can be substituted such as larger containers
with different sized cups/beakers (the cup or beaker, must be placed flat on the bottom of the large
container and liquid allowed to spill over before transfer), being used to transfer liquids from
buckets or large beakers. If using this method, a suitable scale to measure the mass of each
container after each transfer would be valuable to add quantitative evidence to the analysis of this
analogy. Students must be informed that the system must remain closed to ensure validity. If
during the transfers any liquid is lost (through spillage for example) or gained (from sources other
than the opposite container) this analogy will fail to accurately demonstrate the principle of dynamic
equilibrium.

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Student activity

Materials

 2 × 25 mL graduated cylinders per student group

 2 × small diameter drinking straws per student group

 2 × large diameter drinking straws per student group

 Excel spreadsheet template for students to graph collected data (separate download on the
curriculum support website)

Procedure

Part A

1. Label a 25 mL graduated cylinder ‘A’. Fill it to the 25.0 mL mark with water. This is the
reactants. Label a second 25 mL graduated cylinder ‘B’. This is the products. This cylinder
will begin empty.

2. Obtain 2 straws of the same diameters. Label these straws with ‘A’ and ‘B’. Be sure to keep
straw ‘A’ with cylinder ‘A’ and straw ‘B’ with cylinder ‘B’.

3. With a partner, simultaneously lower the straws into each of the graduated cylinders. When
the straws reach the bottom of the cylinder each partner will place a finger over the opening
of the straw (ensure a tight seal) and then transfer the contents to the opposite graduated
cylinder and allow the water to drain completely.

4. Accurately record the volume of water in each of the reactants and products cylinders on
the ‘transfer #1’ space in the excel spreadsheet provided.

5. Repeat steps 3 and 4 until 5 successive transfers result in no further change in volume of
either cylinder.

6. Obtain the graph plot from excel of this data in Part A. Create a new version of this excel file
for Part B.

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This prescribed procedure is applicable to all students, however if the focus is about
teaching and practising the Working Scientifically skills, particularly CH12-1, it is suggested
that students move to Part D after Part A.

Part B

What would the graphs look like if the straw were diameters changed? In groups, repeat the steps
in Part A using different diameter straws in the same group. Two large diameter straws, two small
diameter straws, one small reactants straw and one large products straw or one large reactants
straw and one small reactants straw. Obtain a new excel data and graph for comparison.

Part C

What would the graphs look like if the system was open instead of closed? In groups, repeat the
steps in Part A while a third person randomly adds and removes small volumes of liquid from either
cylinder “A” and cylinder “B”. Obtain a new excel data and graph for comparison. Continue this
activity only until the maximum 100 transfers.

Sample Questions:

1. Why is cylinder “B” empty at the start of both Part A and Part B?

2. Why was the transferred volume of ‘B’ to ‘A’ zero for transfer #1?

3. If we started with 10 mL in ‘A’ and 15 mL in ‘B’, can you predict the equilibrium volumes?

4. What changes are occurring at the molecular level even though there is no apparent change
in volume?

5. How do each of the graphs produced in Part A and Part B of this simulation differ?

6. When the system was not closed in Part C how did the graph change?

7. What conclusion about equilibrium can be formed from the comparison between open and
closed systems shown in Part C?

Part D

Make a prediction and a hypothesis about what affects the equilibrium, using the model in Part A,
and test your hypothesis. Collect data and represent the data in order to make a conclusion.

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Appendix 2 – Le Chatelier’s principle

The encouraging of discussion and argumentation in class will assist in diagnosing misconceptions
and encourage deep thinking about equilibrium, particularly after using animations and simulations
to demonstrate principles. The use of animations and simulations can form part of an investigation
into equilibrium and students can predict, and test their prediction, through making observations.
Animations can also assist in constructing conceptual models about the relationship between
collision theory and equilibrium and collision theory and rate of reaction.

Dynamic equilibrium can be impacted by changes which influence the reaction equation.

 Temperature impacts reactions differently depending on whether they are endothermic or

exothermic. The addition of heat energy will favour the endothermic reaction where ΔH > 0
(positive). The removal of heat energy will favour the exothermic reaction where ΔH < 0
(negative).

 Pressure (with an inverse relationship to volume) only impacts reactions which have gaseous
reactants and/or products. Increasing pressure (decreasing volume) at a constant
temperature will favour the reaction which produces the least gas moles. Decreasing
pressure (increasing volume) at a constant temperature will favour the reaction which
produces the most gas moles. The relationship between pressure and volume can be
demonstrated with a syringe or through modelling and simulations.

 Concentration impacts all equilibrium reactions by the introduction or removal of reactants or

products involved in the reaction equation or through the interaction of the added substance
with equilibrium components (such as causing precipitation). Adding a reactant will favour the
forward reaction and adding a product will favour the reverse reaction. Removal of reactants
will favour the reverse reaction and removal of products will favour the forward reaction.
Simulations and animations may assist conceptualisation and boost learning.

Pure liquids and all solids are not participants in equilibrium reactions and so changing their
concentrations is irrelevant.

Student activities

The following are suggestions only, and teachers may choose to demonstrate or use videos and
simulations, should teachers wish to avoid perceived risks and pursue alternatives.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 16

 Heating cobalt(II) chloride hydrate solution – will demonstrate the effect of concentration and
temperature on the equilibrium system. Hydrochloric acid must be diluted to under 10M
(35%) to meet CSIS restrictions for Year 12 student use. Please review the CSIS information
for cobalt chloride and hydrochloric acid before undertaking this activity with students and
use an alternative activity should teachers deem this to be prudent.

2−¿ +6H O ¿
2 (l)
−¿ ↔[CoCl 4]( aq) ¿
2+¿+ 4 Cl(aq) ¿
[Co(H 2 O) ] 6 (aq )

2−¿is blue¿
2+¿ is pink ∧[Co Cl4 ](aq) ¿
[Co(H 2 O)6 ](aq )

The forward reaction producing the blue ion is endothermic (ΔH > 0) and applying heat will
shift equilibrium right, turning pink solutions blue. Removing heat in an ice bath will shift
equilibrium left turning blue solutions pink. Silver nitrate solution can be used to precipitate
out silver chloride, shifting equilibrium to replace chloride ions that are lost, shifting
equilibrium left and turning blue solutions pink. Please review the CSIS information for silver
nitrate before undertaking this activity with students.

 Interaction between nitrogen dioxide and dinitrogen tetroxide equilibrium will demonstrate the
effect of concentration and pressure on the equilibrium system. To avoid the use of heavy
metals it is possible to generate nitrogen dioxide in a fume hood using concentrated nitric
acid and small amounts of copper metal. Please review the CSIS information for nitric acid
and nitrogen dioxide before undertaking this activity with students.

2 NO2 (g) ↔ N 2 O4 (g)

Nitrogen dioxide , N O2( g) is brown∧dinitrogen tetroxide , N 2 O4 (g) is colourless .

Teachers may prefer to observe Volume Effect on Equilibrium - LeChatelier's Principle Lab
Extension (duration 0:43) due to risk.

 Chromate/dichromate equilibrium – equilibrium will demonstrate the effect of concentration

on the chemical reaction:

2−¿ +H O ¿
2 (l)
+¿ ↔[Cr¿¿2 O7 ] (aq ) ¿¿
2−¿+ 2 H (aq) ¿
2[Cr O4 ](aq)

2−¿is orange. ¿
2−¿is yellow ∧dichromate,[ Cr ¿ ¿2 O7] (aq) ¿¿
Chromate ion , 2[Cr O4 ](aq)

2M sodium hydroxide and 2M sulfuric acid can be used to alter the concentration of the
hydrogen ion and shifting equilibrium to either side in response. Please review the CSIS

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 17

information for potassium chromate, sodium hydroxide and sulfuric acid before undertaking
this activity with students.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 18

Appendix 3 – Keq and Q calculations

Calculating and applying Keq in equilibrium systems

The equilibrium constant Keq can be used to determine the position of equilibrium. The Keq
expression can be written as:

[ products ] mole ratio

K eq = mole ratio
[ reactants ]

The equilibrium concentrations of each reactant and product are raised to the power of their mole
ratio in the balanced equation. Where multiple reactants and/or products exist, each are multiplied
together in the expression raised to their individual mole ratio powers. Concentrations may be
expressed as molar concentrations or partial pressures. Pure liquids and solids are excluded from
these calculations where present in the reaction equation.

Keq can be written for the Haber Process as:

N 2 ( g) +3 H 2 ( g) ↔ 2 NH 3 ( g )

2
[NH ¿¿ 3]
K eq = 1 3
¿
[ N 2 ] ×[ H 2 ]

To calculate Keq the equilibrium concentrations of each reactant and product must be determined.
The use of an ICE (initial, change, equilibrium) table can be very useful in this process. Consider
the following example of the Haber process.

Calculate Keq for a sealed (closed system) 3 Litre vessel containing 9 moles of nitrogen gas and 3
moles of hydrogen gas which is then allowed to establish equilibrium. At equilibrium, the container
is found to contain 0.3 moles of ammonia gas.

Creating an ICE table from the data given in the question (Initial [NH3] = 0M before the reaction):

1 N 2(g ) 3 H 2(g ) 2 NH 3 (g)

Initial 9 moles in 3L=3M 3 moles in 3L=3M 0M

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 19

1 N 2(g ) 3 H 2(g ) 2 NH 3 (g)

Change

Equilibrium 0.3 moles in 3L= 0.1M

Through the mole ratio in the balanced reaction equation it is then possible to calculate the other
equilibrium concentrations and complete the ICE table:

1 N 2(g ) 3 H 2(g ) 2 NH 3 (g)

Initial 3M 1M 0M

Change Change is negative Change is negative Change is positive

due to consumption. due to consumption. due to production.

−0.1 −0.1 +0.1 M

x 1 =−0.05 M x 3 =−0.15 M
2 2

Equilibrium 3M + -0.05 M = 1M + -0.15 M = 0.1M

2.95 M 0.85 M

Now with all equilibrium concentration values the Keq for this reaction can be determined:

2
[ NH ¿¿ 3]
K eq = 1 3
¿
[N 2] ×[ H2]
2
0.1
K eq = 1 3
2.95 × 0.85

0.01
K eq =
1.81

K eq =0.006

The small value of Keq shows that this reaction equilibrium favours the left with a much higher
concentration of reactants than products in the final equilibrium mixture.

The reverse calculation is also possible to determine the equilibrium concentrations from a given
Keq value. Consider the same reaction as the above example with Keq given as 1.01, calculate the
equilibrium concentration of ammonia where the equilibrium concentrations of nitrogen is 2.00M

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 20

and hydrogen is 4.00M. The expression for Keq can be rearranged to determine the concentration
of ammonia at equilibrium:

2
[ NH ¿¿ 3]
K eq = 1 3
¿
[N 2] ×[ H2]

K eq ( [ N 2 ] × [ H 2 ] )=[NH ¿¿ 3] ¿
1 3 2

√K eq ( [ N 2 ]1 × [ H 2 ]3 )=[NH ¿¿ 3]¿

√
∴[ NH ¿¿ 3]= K eq ( [ N 2 ] × [ H 2 ] ) ¿
1 3

The known values can be entered into this new equation and the solution calculated:

√
[NH ¿¿ 3]= K eq ( [ N 2 ] × [ H 2 ] ) ¿
1 3

√
[NH ¿¿ 3]= 1.01 ( [ 2.00 ] × [ 4.00 ] ) ¿
1 3

[NH ¿¿ 3]=√ 1.01 ( 128.00 ) ¿

[NH ¿¿ 3]=√ 129.28 ¿

[NH ¿¿ 3]=11.4 M (3 s . f .)¿

The larger concentration of the final product ammonia can be assumed from the larger value of Keq
given. This simple checking process is valuable for students to validate their mathematical process
through the theoretical understanding of Keq.

These questions can be very easily extended with additional steps before or after the Keq
calculation to convert between concentration and mass/volume of the reaction components.
Additional steps could also be added to show how changes in the reaction conditions will impact
Keq and/or the concentrations of the reaction components.

More examples of Keq calculations can be found in numerous textbooks and online equilibrium
constant as well as more examples of how to make and use ICE Tables.

Students should apply significant figures only at the final answer stage, and should keep the
complete calculator display until the final answer is reported.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 21

Calculating and applying Q in equilibrium systems

To determine the direction a reaction will proceed it is necessary to calculate Q and compare this
value to Keq Q is the ‘reaction quotient’ and is an identical mathematical calculation to Keq. Q shows
an ‘in progress’ marker for the equilibrium reaction. A simple analogy can be used to describe the
difference between Q and Keq consider a running race, the finish line is equilibrium (Keq) and the
runner’s current position is Q.

Consider a reaction in which there are no products at the start of the reaction, the reactants need
to turn into products for equilibrium to be established. This is shown by the runner (Q) needing to
run forwards to reach the finish line (Keq), similarly, the reaction needs to proceed forward to
establish equilibrium. Mathematically this is shown as Q is less than Keq.

At equilibrium the runner (Q) has reached the finish line (Keq) and so no further reaction needs to
occur. Mathematically this is shown as Q is equal to Keq, neither the forward nor reverse reaction is
favoured, and both occur at the same rate.

In the case where the runner (Q) is beyond the finish line (Keq) it is necessary to run in reverse to
reach the finish line. The reaction needs to proceed in reverse to establish equilibrium.
Mathematically this is shown as Q is greater than Keq.

Consider the same reaction we have been using, for the reaction conditions used Keq was found to
be 0.021, during the reaction the concentrations of each component were measured as:

 Nitrogen = 1.2M

 Hydrogen = 0.80M

 Ammonia = 0.0020M

Determine if this reaction is at equilibrium and which direction the reaction must proceed in order to
establish equilibrium for the given Keq.

N 2 ( g) +3 H 2 ( g) ↔ 2 NH 3 ( g )

[ NH ¿ ¿3 ]2
Q= ¿
[N 2 ]1 ×[H 2 ]3

2
0.0020
Q= 1 3
1.2 × 0.80

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 22

0.0000040
Q=
1.2 ×0.512

0.000004
Q=
0.6144

−6
Q=6.5× 10

Keq = 0.021 (given)

This finds that Q is not equal to Keq so this system is not at equilibrium, Q is less than Keq so this
reaction needs to proceed forward to establish equilibrium with more reactants being converted
into products. More on Q can be found on Chemistry LibreTexts – Reaction Quotient.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 23

Appendix 4 – solubility and Ksp calculations

Calculating and applying Ksp in equilibrium systems

Like Keq the equilibrium constant, Ksp can be used to determine the position of an equilibrium, this
time in reference to the solubility of a solute in a given solvent. The Ksp expression can be written
as:

[ products ]mole ratio

K sp = mole ratio
[ reactants ]

In a solubility equilibrium, the reactants are the pure solids or liquids of the solute and are removed
from the Ksp calculation, so the equation becomes:

moleratio
K sp =[ aqueous product ions ]

The equilibrium concentrations of each aqueous product ions are raised to the power of their mole
ratio in the dissolution equation. Each product is multiplied together in the expression raised to
their individual mole ratio powers. Concentrations are expressed as molar concentrations. Ksp is
determined for a set temperature and pH, altering these conditions will change the solubility
equilibrium position and so Ksp will change.

Ksp can be written for the dissolution of lead(II) iodide:

−¿¿
2+¿+2 I ( aq ) ¿
Pb I 2 ( s) ↔1 Pb(aq )

K sp =¿ ¿ ¿

For lead(II) iodide, the solubility limit is determined to be 0.00135molL-1 at 25°C. For one mole of
lead(II) iodide which enters solution you obtain one mole of lead(II) ions and two moles of iodide
ions. This concentration is doubled for iodide, as per the equation above and produces the
following calculation to find Ksp:

1 2
K sp =0.00135 ×(2 ×0.00135)

2
K sp =0.00135 ×0.00270

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 24

−9
K sp =9.80 ×10

To reverse this calculation from a known Ksp to determine a solubility using the same example of
lead(II) iodide, from the data sheet where Ksp is 9.8x10-9. To make the mathematical display
simpler we can let the solubility of lead(II) iodide be “x”:

−¿¿
2+¿+2 I (aq) ¿
Pb I 2 ( s) ↔1 Pb(aq)

∴ x ↔ 1 x +2 x

K sp =¿ ¿ ¿

where ¿ ¿ ¿

1 2
∴ K sp =x ×2 x

3
K sp =4 x

−9
given K sp =9.80 ×10

−9 3
∴ 9.80 ×10 =4 x

−9
9.80 ×10 3
=x
4

√
3 9.80× 10−9
4
=x

x=√ 2 ×10−9
3

−1
∴ x=0.00135 mol L

The solubility limit (maximum concentration) of lead(II) iodide and lead(II) ions is equal to x and the
iodide ions is double this value:

[lead(II) iodide] ¿ x=0.00135 M

[lead(II) ions] ¿ x=0.00135 M

[iodide ions] ¿ 2 x=2× 0.00135 M =0.00270 M

More information on Ksp calculations can be found at Chemistry LibreTexts – Solubility Equilibria.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 25

Calculating and applying Ksp in precipitation reactions

Ksp can be used to predict if any given reaction will produce a precipitate. It is important to
remember that Ksp is temperature dependant and so, therefore, is solubility and the presence or
absence of any precipitates at that temperature.

For this comparison we can again compare Ksp to Q. Where Q is greater than Ksp a precipitate will
form, for Q is less than or equal to Ksp no precipitate will form. Q is calculated using the given
solute concentrations to calculate the current conditions in the reaction. Comparing Q to K sp shows
if the solubility limit has been exceeded with the solute amount above the limit, the precipitate will
be formed.

For example, will a precipitate form when 0.0010L of 0.0010M silver nitrate solution is added to
0.00010L of 0.0010M sodium chloride solution at 25oC?

Sodium nitrate is highly soluble (very high Ksp) and can be ignored as this would not contribute to
any precipitate. Calculating the molarity of silver chloride produced using the concentration and
volume data provided (calculating Q) where for silver chloride Ksp = 1.77×10-10:

−6
Moles Ag NO 3 (aq )=0.0010 M × 0.0010 L=1.0 ×10 mol

−7
Moles NaCl ( aq)=0.00010 M ×0.0010 L=1.0 ×10 mol

Reaction ratio is1 :1 so NaCl is a limiting reagent

−7
Maximum moles Ag Cl(s) formed will be 1.0 ×10 moles

−7
1.0 ×10 moles
[ Ag Cl (s ) ]=
( 0.0010 L+ 0.00010 L )

[ AgCl ( s) ]=9.1× 10−5

−¿¿
+ ¿+1 Cl( aq) ¿
AgCl( s) ↔1 Ag(aq)

Q=¿ ¿¿

−5 −5
Q=9.1× 10 ×9.1 ×10

−9
Q=8.3× 10

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 26

In this case, Q is greater than Ksp and so a precipitate will form under these conditions. More
information on Ksp and solubility calculations can be found at Chemistry LibreTexts – Criteria for
Precipitation and its Completeness.

Common ion effect

In cases where the solvent is another ionic solution rather than water, the solubility of another ionic
substance is influenced by the common ion effect. This means the ions in solution will interact with
the solute ions and if they are common it will reduce the overall solubility of the solute. Consider
this example of lead(II) sulfate (Ksp = 2.53×10-8) in water and 2.0M sulfuric acid. Both the lead(II)
sulfate and sulfuric acid have sulfate ions as common in solution, for lead(II) sulfate in water:

2−¿ ¿
2+ ¿+ 1 SO4(aq) ¿
Pb SO4 (s ) ↔ 1 Pb(aq)

∴ x ↔ 1 x +1 x

K sp =¿ ¿ ¿

where ¿ ¿ ¿

1 1
∴ K sp =x × x

2
K sp =x

−8
given K sp =2.53 ×10

−8 2
∴ 2.53 ×10 =x

√ 2.53 ×10−8=x
−4
∴ x=1.59 ×10 M

The solubility limit (maximum concentration) of lead(II) sulfate, lead(II) ions and iodide ions are
equal in this dissociation, 1.59 ×10−4 M . This concentration for sulfate ions is used in this next
calculation, however, could be ignored as this concentration is so very minute compared to the
sulfate ions contributed by the 2.0M sulfuric acid to make the calculation simpler. To calculate the
concentration of the uncommon ion (in this case Pb2+), use the concentration of the common ion
and the listed Ksp value for lead(II) sulfate:

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 27

2−¿ ¿
2+ ¿+ 1 SO4(aq) ¿
Pb SO4 (s ) ↔ 1 Pb(aq)

2−¿¿
+¿+1 SO4 (aq) ¿
H 2 SO4 (aq ) ↔2 H (aq)

K sp =¿ ¿ ¿

¿¿¿

¿¿¿

The solubility limit (maximum concentration) of lead(II) sulfate, lead(II) ions and iodide ions are
equal in this dissociation, 1.2 ×10−8 M . From these calculations it is shown that the solubility of
lead(II) sulfate decreases due to the common ion effect from 1.59 ×10−4 M in water to 1.2 ×10−8 M
in a 2.0M solution of sulfuric acid. More information on the common ion effect and the impact on
solubility calculations can be found at Chemistry LibreTexts – Common-Ion Effect in Solubility
Equilibria.

Solubility and its use by ATSI peoples to remove Cycad

toxins

The following paper is to be viewed, this paper is available free online through JSTOR:

Beck, W. (1992). Aboriginal Preparation of Cycas Seeds in Australia. Economic

Botany, 46(2), 133-147

It describes and practically demonstrates the use of solubility equilibria to detoxify cycas seeds.
The seeds are tested before and after treatment to measure the concentration of cycasin, the main
toxic compound in cycas seeds. Cycasin can be visualised on MolView and chemical information
obtained from FoodB and NIH PubChem.

Cycasin has a solubility of 56.6gL-1 in water with many structural components that interact strongly
with water. Once the cycasin is physically released from the plant material it can be extracted into
solution and washed away. Several stages of preparation are described, and the results quantified
with reliable analytical techniques.

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 Chemistry Module 5 – Equilibrium and Acid Reactions | 28

Student activity

Read through the paper and discuss with a peer, the class or the teacher. Construct a formal
response to a question, such as: With reference to examples, including the use of solubility
equilibria Aboriginal and Torres Strait Islander Peoples, describe how solubility relates to chemical
equilibrium?

The following discussion questions can be considered in class as preparation:

 The ‘Zamia Staggers’ is a common symptom of cycas poisoning. What dosage limits are
quoted for cycasin toxicity?

 How toxic are the cycas seeds tested before treatment? What limit for consumption would be
possible?

 Discuss the evidence for, and effectiveness of, leeching as a method to reduce the toxicity of
cycas seeds?

 Predict the reason for the importance of cycas seeds as a food source for Aboriginal People
despite the risk posed by cycasin toxicity?

© NSW Department of Education, Dec-25

 Chemistry Module 5 – Equilibrium and Acid Reactions | 29

References

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[Link] and the NSW Curriculum website
[Link]

Chemistry Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of
the Crown in right of the State of New South Wales, 2017.

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