Parent plan · Week 30 · Rates & Equilibrium — connect, calculate and revise — Physical Science: Chemistry
Parent teaching plan · 36 weeksUnits to teach or revisit
Chapter 10 · Rates & Equilibrium
- Unit 10.1 · Reaction Rates & Kinetics
- Unit 10.2 · Chemical Equilibrium
- Unit 10.3 · Equilibrium Constants & Reaction Quotients
Assigned readings
Develop this chapter question: Why can a favorable reaction be slow or incomplete?
This week’s goals
- Explain models, species, arrows and axes before substituting values.
- Conserve the relevant atoms, charge, amount and energy account.
- Apply independently, state limits and revise from evidence.
Read The catalyst can change the journey without changing the destination ratio at chapter launch and revisit it alongside this week’s linked units, figures and investigation.
Five flexible sessions, normally 50–60 minutes. Two core unit sessions are scheduled, with a third for selected demanding topics. Sample week uses a complete 90-minute paper plus about 30 minutes of corrections within two ordinary-hour equivalents.
Session 1 · Consolidation — Reaction Rates & Kinetics
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. A selected rate law is r=k[A]²[B]. Doubling A and halving B at the same temperature changes rate by what factor? If r uses M/s, give k units and one condition needed for the prediction.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
The factor is 2²×0.5=2. For total order three, k units are M⁻²s⁻¹. Assume the same law, temperature, medium and relevant pathway remain valid; the change does not establish a new mechanism.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 2 · Consolidation — Chemical Equilibrium
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. A⇌B has K=[B]/[A]=4 under a selected ideal concentration convention. Initially at equilibrium [A]=0.20 M and [B]=0.80 M. Add A to 0.70 M at unchanged volume/T. Find immediate Q and predict net direction without claiming original concentrations return.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Q=0.80/0.70≈1.14<4, so net forward conversion is favored. Under the closed 1:1 model total concentration becomes 1.50 M and final values are A=0.30 M, B=1.20 M; the ratio returns, not the original amounts.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 3 · Consolidation — Equilibrium Constants & Reaction Quotients
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. For 2A⇌A₂ under the normalized ideal convention, K=2.00, [A]=0.400 M and [A₂]=0.160 M. Compute Q, predict net direction, and state the maximum A₂ concentration if only an initial 0.800 M A inventory were available at fixed volume.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Q=0.160/(0.400)²=1.00<2.00, so net forward is favored. From an initial 0.800 M A-only inventory, conservation limits A₂ to at most 0.400 M. The equilibrium value need not reach that maximum, and no rate is given.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 4 · Chapter review and targeted correction
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Attempt the full chapter review before consulting guidance. Include the changed transfer cases and explain why an earlier error occurred. Select further practice from marked evidence.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Use each item’s supplied worked guidance and criteria; retain both an independent attempt and an explained correction.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 5 · Chapter quiz and human marking
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Attempt the complete chapter quiz independently. Mark objective answers afterward and have a parent/teacher judge written explanations using the criteria. Discuss priority corrections.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
A correct unsupported number does not replace the requested reasoning. Use the item criteria and preserve examples of independent work.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Submit this week
- Labeled first/revised models and intermediate calculations.
- Assigned practice and assessed attempts with explained corrections.
- Investigation record/report when assigned, identifying supplied versus collected data.
Parent / teacher weekly conference
Use actual written work to adjust support. Do not count a copied solution as independent mastery. Extend or redistribute time where needed; home-study records do not certify supervised or mandated laboratory requirements.
- Can each relevant symbol and unit be explained?
- Does the calculation conserve the appropriate quantities?
- Can the learner solve a changed case and explain an assumption?