Danika Wesby 1

Name: Danika Wesby

Date due: May 3rd 2023
Class: Senior Chemistry
Topic: Le Chatelier’s Principle/Chemical Equilibrium
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Title:
Ways on how the chemical system respond to changes of pressure, temperature, and
concentration in equilibrium.

Abstract:
The main purpose of these experiments is to understand how temperature, concentration, and
pressure affect a chemical equilibrium. In experiment 1, the increase and decrease of temperature
allowed a change in color in the different test tubes. It helped to understand the position in which
the equilibrium shifted due to such. Experiment 2, displayed the effect of concentration on the
equilibrium and the vinegar acted as a stressor on the milk of magnesium (MOM) therefore
changing the position of the equilibrium along with the color of the substances. Finally,
experiment 3 displayed the importance of pressure on the chemical equilibrium and how it
causes CO2 to come out of the solution, and equilibrium 1 moves to the left. The result is that the
other three equilibria also move to the left, removing H+(aq) ions from the solution and making
the solution less acidic.

Introduction:
Chemical equilibrium is the state of a system in which the reactant and the product concentration
do not change with time and the system does not display any further changes. When the chemical
equilibrium is achieved by the system, the rate of the forward reaction is equal to the rate of the
backward reaction. Chemical equilibrium can be used to determine whether reactants or products
are favored in a reaction. If the equilibrium changes, the three factors of temperature, pressure,
and concentration, affecting such change is known as Le Chatelier’s Principle. This principle
simply states that if a system at equilibrium is subjected to change, it will respond in ways to
minimize the effect of the change. The principle of temperature affecting the change of
equilibrium simply states that the equilibrium changes and favor the reaction that lowers the
temperature if the temperature is raised. Therefore, it favors the endothermic reaction.
Meanwhile, the equilibrium is also subjected to change which then favors the reaction that will
raise the temperature if the temperature is lowered. Therefore, it favors the exothermic reaction.
Furthermore, the principle of concentration affecting the change of equilibrium states that when a
substance's concentration rises, the equilibrium moves away from that substance and in favor of
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the reaction that consumes it. When a substance's concentration is reduced, the reaction that
creates it is encouraged and the equilibrium moves in its favor. The principle later explains how
the effect of pressure changes the equilibrium by responding to a pressure rise on an equilibrium
reaction by favoring the side with the fewest molecules in order to reduce the pressure. The
equilibrium position will move to the side with the greater quantity of gas molecules as the
pressure drops.

Objective:
To understand Le Chateliers Principle and the stress of temperature, concentration, and pressure
added to a chemical system

Materials:
Experiment 1:
- one-well reaction tray
- four-well reaction tray
- 10-mL graduated cylinder
- 50-mL graduated cylinder
- 50-mL beaker
- pencil, pen, or lab marker
- thermometer
- test tubes, 3
- test tube rack
- dropping pipets, 7
- Shared Materials
- 1% starch solution
- iodine–potassium iodide
- 1 M NaOH
- milk of magnesia (MOM)
- vinegar
- cold water bath
Experiment 2:
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- 2 test tubes
- test tube rack
- 10-mL graduated cylinder
- four-well reagent tray with respective solutions and designated pipets
- Shared Materials
- Bogen universal indicator
- Bogen Universal Indicator
- Chart
Experiment 3:
- 100-mL or 150-mL
- beakers, 2
- 10-mL syringes, 4
- syringe caps, 4
- Shared Materials
- sparkling mineral water
- Bogen universal indicator
- Bogen Universal Indicator
- Chart

Methods:
Experiment 1:
- A four-well reagent tray, a one-well reagent tray, three test tubes, and
a test tube rack was obtained
- The columns at the top of the four-well reagent tray were labelled respectively, NaOH,
Starch, MOM, and Vinegar.
- Each well was filled with the labelled chemical
- Seven disposable pipets were labelled respectively, as follows: NaOH, starch, MOM,
vinegar, H2O, starch–iodine complex, and CuCl2
- Test tubes were labelled 1, 2, and 3
- 50-mL beaker was filled with water and the pipet labeled “H2O” was placed inside the
beaker.
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- In the one-well single reagent tray a starch–iodine complex was created by the use of 5
drops of starch, 10 mL of water, and 1 drop of iodine–potassium iodide solution. The
solution was stirred with the tip of the pipet labeled “starch–iodine complex.”
- A pipet was filled with the starch–iodine complex created, and 20 drops were placed into
each of the three test tubes.
- A hot water faucet was turned on and left to run until the maximum temperature was
reached.
- Hot water was obtained from the faucet in the 50-mL beaker.
- Test tube “3” was placed into the hot water bath.
- A thermometer was placed into the test tube.
- The highest temperature was recorded and placed into the data table.
- Additional observations were placed in the data table.
- The water from the hot bath was emptied.
- Cold water was obtained in the 50-ml beaker from the shared station
- Test tube “1” was placed into the cold bath.
- A thermometer was placed inside the test tube.
- The lowest temperature was recorded and placed into the data table.
- Additional observations were placed in the data table.
- A thermometer was placed inside test tube “2”
- The temperature was recorded and placed into the data table.
- Additional observations were placed in the data table.
- Chemicals were disposed of and reaction tubes were rinsed out with water.
Experiment 2:
- 5 mL of water was added to test tubes 1 and 2.
- From the four-well reagent tray, the white MOM liquid was stirred with its respective
pipet.
- The pipet was filled with the MOM and 25 drops were placed into test tubes 1 and 2.
- Test tubes 1 and 2 were agitated to ensure a uniform mixture.
- Bogen universal indicator dropping bottle was obtained from the shared materials station.
- 6 drops were added to test tubes 1 and 2.
- Both test tubes 1 and 2 were agitated.
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- Observations were recorded in the data table.

- A pipet was filled with vinegar from the four-well reaction tray and 2 drops were added
to test tube 1.
- The test tube containing the mixture was not agitated.
- Observations such as change in color or ph were recorded for approximately 30 seconds
and then placed in the data table
- Step 9 was repeated
- Observations such as change in color or ph were recorded for approximately 30 seconds
and then placed in the data table
- A pipet was filled with vinegar from the four-well reaction tray and roughly half of the
pipet was added to test tube 1.
- Observations such as change in color or ph were recorded for approximately 30 seconds
and then placed in the data table.
- Step 13 was repeated
- Observations such as change in color or ph were recorded for approximately 30 seconds
and then placed in the data table.
- Vinegar was continuously added to test tube 1 until a prompt change in color was no
longer observable.
- Observations such as change in color or ph were recorded and then placed in the data
table.
- 10 drops of 1 M NaOH was added to test tube 1.
- Observations such as change in color or ph were recorded and then placed in the data
table.
- Steps 19 and 20 were repeated.
- Chemicals were disposed of and reaction test tubes were rinsed out with water.
Experiment 3:
- 50 mL of sparkling mineral water was placed into a 100-mL beaker.
- 30 drops of Bogen universal indicator were placed into the sparkling mineral water in the
beaker.
- A 10-mL syringe was obtained.
- The plunger was pushed down to “0.0 mL” to remove all the air.
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- The tip of the syringe was placed into the solution.

- 3 mL of the solution was pulled up.
- The solution color was compared to the Bogen Universal Indicator Chart.
- The color and pH of the solution was recorded.
- The syringe end cap was tightly screwed onto the syringe tip.
- The plunger was pulled up to the “10-mL” mark.
- While the plunger was being held up to the “10-mL mark,” the syringe was agitated.
- After approximately 30 seconds, the syringe was inverted and the end cap was
unscrewed.
- The plunger cap was pushed so that the liquid pushed up and only that remained.
- Steps 4-9 were repeated and a new syringe was used each time. Four syringes had a
different color in each.
- Result was presented to the instructor.
- Syringes were cleaned and contents were disposed of.

Results:
Table 1: Observation made from experiment 1 when temperature plays an effect on the
chemical system
Test Tube Temperature in Color of Color of
degrees substance (before) substance (after)
Test Tube 1 0 Blue Slightly Clear
Test Tube 2 30 Blue No Change
Test Tube 3 41 Blue Dark Blue

Table 2: Observation made from experiment 2 when concentration plays an effect on the
chemical system
Test Tube pH color on scale pH color on scale (after)
(before)
Test Tube 1 10 9–5–4
Test Tube 2 10 10
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FIGURE 1: The picture below shows the results from experiment 3 when pressure plays an
effect on the chemical system

Discussion:
Investigation 1: temperature
In this experiment conducted, a change in color and temperature was recorded for each test tube
used. After placing test tube “1” in the cold bath, the temperature recorded was at zero degrees
and the color of the starch iodine complex changed from blue to a darker color. This change in
color represents the shift of the equilibrium to the right, therefore, favoring the exothermic
reaction of the forward reaction. In test tube “2”, the temperature was recorded at 30 degrees and
this was identified as the controlled variable since there were no change and the tube was not
placed in any hot nor cold water. It remained stable compared to others. Furthermore, after test
tube “3” was placed in the hot bath, the temperature was recorded at 41 degrees and the color of
the complex changed from a blue color to a more clear and visible color. Such change occurred
because the compound of iodine and starch is unstable and adding heat to the system causes a
“shift” in the reverse direction (ΔH is positive) and the starch-iodine complex dissociates in an
endothermic reaction, causing the system again to become clear and colorless.
Investigation 2: concentration
In this experiment conducted, the pH color of the substance changed depending on the amount of
vinegar placed in both test tubes. As the experiment was being conducted, the milk of
magnesium (MOM) was obtained and after stirring for about 30 seconds, the substance color was
seen as white and milky. After adding the Bogen indicator as instructed, the mixture then turned
to a purple color which indicated that it is a strong base. Furthermore, 2 drops of vinegar were
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added to test tube 1 which caused a separation of color. A dark purple formed at the top and a
light purple color at the bottom which can indicate that the vinegar was acting as the limiting
reactant. Each time an amount of vinegar was added, the magnesium hydroxide reacts, lowering
the pH that is attained when the balance is restored. After adding yet another 4 drops of vinegar
to test tube 1, an orange/ red color started to form in the middle of the mixture which can indicate
the presence of acetic acid since all of the magnesium hydroxide has reacted and extra vinegar
has been added. To cleary understand the experiment in regards to Le Chateliers Principle, the
MOM solution is set at equilibrium. The Vinegar added, "stresses" the system and the
magnesium hydroxide along with the acetic acid undergo an acid-base neutralization process
until either one runs out (vinegar in all except the final addition). This led to an increase in the
solution's pH rises as a result of the vinegar reaction, changing its hue. Equilibrium is then
restored once all of the vinegar has had a chance to react.
Investigation 3: pressure
In this experiment conducted, the purpose was to display the effect of pressure on an equilibrium
using sparkling water, syringes and Bogen indicator. The results of this experiment displayed
four (4) different color syringes which can be explained by the fact that the solution of carbon
dioxide is acidic due to the increase in concentration of H+(aq) ions resulting from these
reactions. Reducing the pressure causes CO2 to come out of solution, and equilibrium 1 moves to
the left. The result is that the other three equilibria also move to the left, removing H +(aq) ions
from the solution and making the solution less acid. The concentration of H+ ions in solution can
be used to calculate the entire reaction's equilibrium position. Using the sparkling water as a
source of dissolved carbon dioxide, Bogen universal indicator is used to measure the
concentration of H+ ions. When the pH is below 3.8, the indicator is yellow, over 5.2, it is blue,
and between 4.0 and 4.8, it is different hues of green. A closed system is offered by using a
sealed syringe. The indicator shifts from yellow-green to green, signifying a pH change from 4.0
to 4.4, as the total pressure above the sparkling/indicator solution is decreased (by increasing the
applied volume). The results reveal that the equilibrium is pushed to the left when the pressure
lowers, meaning that the solubility of carbon dioxide reduces. This is because a rise in pH is
correlated with a reduction in the hydrogen ion concentration. According to Le Chatelier's
Principle, this is correct. Gaseous carbon dioxide is propelled back into the gas phase from the
solution. When the pressure is raised, the opposite effect is seen.
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Furthermore, numerous limitations were accounted for in all three experiments such as operator
error which was caused by outside distractions of classmates and other peers which may have
resulted in various different number of substances used. Other limitations noted for were
systematic errors, random errors along with human error.

Conclusion:
In conclusion, this experiment gave a better understanding of how the three (3) stressors of
temperature, concentration and pressure affected the chemical equilibrium and how the
experiment displayed the changes perfectly.

References:

AACT (Ed.). (2021, September 23). Classroom resources: Milk of Magnesia Magic. AACT.
https://teachchemistry.org/classroom-resources/milk-of-magnesia-magic#:~:text=When
%20vinegar%20is%20added%20the,reacts%20with%20the%20magnesium%20hydroxide.

Libretexts. (2023, January 30). Le Chatelier’s principle. Chemistry LibreTexts.

https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook_
Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Equilibria/
Le_Chateliers_Principle

Rogers, , E., & Stovall, I. (n.d.). Shifting Equilibrium Le Chatelier’s Principle. Loading.
http://www.chem.uiuc.edu/rogers/text13/Tx135/tx135.html#:~:text=If%20the
%20concentration%20of%20a,equilibrium%20shifts%20toward%20that%20substance

Siyavula,. (2018, October 13). Effect of temperature on equilibrium: Chemical Equilibrium.

Nigerian Scholars. https://nigerianscholars.com/tutorials/chemical-equilibrium/effect-of-
temperature-on-equilibrium/

1, M. (2021, April 12). How does the blue color of starch solution change depending on
temperature and what is the cause for this?. Chemistry Stack Exchange.
https://chemistry.stackexchange.com/questions/149858/how-does-the-blue-color-of-starch-
solution-change-depending-on-temperature-and-w#:~:text=When%20heating%20an
%20equilibrium%20at,again%20when%20cooling%20the%20solution