EQUILIBRIUM

Chemical equilibrium is an alternating reaction state in which the reactant reaction rate and product are the same and the concentrations of both remain. 

Chemical equilibrium occurs only in an alternating reaction in which the rate at which the reactant is formed is equal to the rate at which the product is formed.

Chemical equilibrium is dynamic so it is often called dynamic equilibrium. Dynamic equilibrium is a back and forth reaction when the concentration state is fixed 

but in fact the reaction still occurs (continuously). Dynamic equilibrium does not occur macroscopically but

microscopically (particle matter). Here's an explanation of chemical equilibrium.

The characteristics of the state of an alternating reaction are weighted as follows.

1.     Occurs in a sealed container, at a constant temperature and pressure.

2.     The reaction goes on continuously (dynamically) in two opposite directions.

3.     The reaction rate to the reactant is the same as the reaction rate to the product.

4.     The concentrations of products and reactants remain.

5.     Occurs microscopically on the particle matter level.

Effect of Substance Concentration on chemical equilibrium

If the concentration of one of the substances is added, then the equilibrium reaction will be shifted from 

the direction (away from) the substance plus its concentration.

If the concentration of one of the substances is reduced, the equilibrium 

reaction will shift toward the substance minus its concentration.

Example: In the following reaction equation.

N2 (g) + 3H2 (g) equals 2NH3 (g) H equals -92 kilo joules

When the N2 concentration is added then the equilibrium reaction will shift to the right, 

because when the concentration of the substance is added then the equilibrium 

reaction will shift from the added direction of the concentration.

If the N2 concentration is reduced then the equilibrium reaction will shift to the left, 

because if the concentration of the substance is reduced 

the equilibrium reaction will shift in the direction plus the concentration.

Effect of Pressure and Volume on chemical equilibrium

When the pressure on the system plus / volume is reduced, the equilibrium reaction will shift toward the smaller number of molecules. When the pressure on the system is reduced / the volume is increased then the equilibrium reaction will shift toward the larger number of molecules.

"Pressure and Volume inversely proportional"

If the pressure on the system is added then the equilibrium reaction will shift to the right, because if the pressure is added then the equilibrium reaction will shift toward the smaller number of molecules ie 2.

If the volume on the system is reduced then the equilibrium reaction will shift to the right, because if the system volume is reduced then the equilibrium reaction will shift toward the smaller number of molecules ie 2.

If the pressure on the system is reduced then the equilibrium reaction will shift to the left, because if the pressure is added then the equilibrium reaction will shift toward the larger number of molecules ie 4.

 If the volume in the system is added then the equilibrium reaction will shift to the left, because if the system volume is added then the equilibrium reaction will shift toward the larger number of molecules ie 4.

Effect of Temperature on chemical equilibrium

When the system temperature is raised, the equilibrium reaction 

shifts toward a reaction that requires heat (endotherm).

When the system temperature is reduced then the equilibrium counter will 

shift toward a heat release agent (exothermic).

Example: In the equation of the reaction

[A] + [B] CONSIDERED [C] H = -X

[C] is an exothermic reaction (releasing heat) and [A] + [B] is an 

endotherm reaction (requires heat).

If the temperature is raised then the equilibrium reaction will shift to the left because if the system temperature 

is increased then the equilibrium reaction will shift toward the reaction that requires the heat (endotherm).

If the temperature is lowered then the equilibrium reaction will shift to the right because if the temperature of the system is 

raised then the equilibrium reaction will shift towards the reaction that releases heat (exotherm).

The Law of Chemical Equilibrium

The law of chemical equilibrium or the equilibrium constant is the ratio of the product of the concentration of the product 

of the respective kofisien rank with the concentration of each of their respective kofisien reactants. 

The regular stability constant is symbolized by "K" or "Kc"

Heterogeneous Equilibrium

In equilibrium heterogeneous equations the substtances involved in the reaction are not equal, so that taken to determine the

equilibrium constant is the concentration of the substance whose equilibrium constant is affected ie the solution and the gas.

Homogeneous Equilibrium

In equilibrium heterogeneous equilibrium the substances involved in the same reaction, so that all the concentration of the 

substance is used to determine the equilibrium constant. But keep in mind, that the equilibrium constant is only a gas and a solution.

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HOW TO MAKE SOAP

 Soap is a product of triglycerides and NaOH which has a by-product of glycerol. Triglycerides are esters of glycerol and three fatty acids

How to get triglycerides are oils from plants or animals that are the main constituents. 

Soap making process is mixing triglycerides with NaOH. The reaction is called the saponification reaction (saponification)

Some ways of making soap:

1. cold process

    Soap making is done at ordinary temperatures. In this process the lathering reaction is slow and glycerol can not be separated

2.process heat

   The oil is first heated to a temperature of 90 degrees celsius newly added NaOH.pada this process the reaction goes fast. 

But in this process glycerol can not be separated

3. boiling process

   In this process NaOH and oil are heated together. Then added a salt solution eg NaCI to separate glycerol

Other ingredients used in soap making:

1. perfume

2. dye

3. Active substances eg aloe vera gel

Make Simple Solid Soap

I myself have made soap by using cold process. The following ingredients are used:

50 grams of Edible Oil

# 24 grams Coconut Oil

# 20 grams of Corn Oil

# 42 ml NaOH 30%

#Fewers and Dyes

In making this simple soap I work on room temperature and produce soap as much as 100 grams, 

if you want more results you can duplicate the above composition to your liking

First all materials are prepared

NaOH or Soda fire was weighed and 30% NaOH
solution was prepared as much as 42 ml






After that the oil and NaOH solution are mixed
and stirred using Stirrer until the trace condition where the soap thickens
after the trace condition then stirring will be stopped

After that the soap is printed as you wish

Make Transparent Soap :

To make transparent soaps the ingredients are as follows:

component	% W/W	Function
Stearic acid	7	Hardener soap
VCO ( Virgin Coconut Oil)	20	Manufacture of soap stock
NaOH solution 30%	20,3	Powdered fad
glycerin	7	Solvent, Transparent agent, humectant
Ethanol	15	Solvent, Transparent agent
sucrose	11	Transparent agent, humektan
Cocoamide DEA	1	surfactant
NaCl	0,2	Electrolyte

No.	Shintetic materials	amount (gram)
1.	Stearic acid	7,3
2.	VCO	20,9
3.	NaOH solution 30%	21,2
4.	Gyicerin	9,4
5.	Ethanol	15,7
6.	Sucrose	11,5
7.	TEA	1,0
8.	NaCl	0,21
9.	Aloe vera gel	5
10.	Lemon oil	7,7
amount		100

A. SYNTHESIS METHOD

1. Removal of Aloe Vera Gel

               1. A total of 500 grams of aloe leaves are washed with water.

               2. Peeled and taken aloe gel obtained hinga gel and fiber.

               3. Gel and and fiber was destroyed until smooth.

   4. During the crushing process added 0.4 grams of 0.1% citric acid and 0.4 grams of 0.1% sodium      benzoate.

               5. Filtered until obtained pure aloe vera gel.

               6. Pure gel is heated at 70-800C for 3-5 minutes.

2. Trasparan Soap Making Process

1. 7.3 grams of stearic acid mixed into 20.9 grams of VCO.

               2. Heated at a temperature of 700C and then stirred until homogeneous. 

               3. Added 21.2 grams of 30% NaOH solution then stirred until perfect lathering. 

   4. Added 9.4 grams of glycerin, 15.7 grams of ethanol, 11.5 grams of sucrose, 1 gram TEA,   0.21 grams of NaCl stirred to form transparent soap. 

   5. The temperature of the solution is reduced to 550C and then added 5 grams of aloe gel and   7 grams of lemon oil. 

               6. Stirred until homogeneous and printed

LEARNING IMPLEMENTATION PLAN (RPP)

ELECTROLY AND NON ELEKTROLITE SOLUTIONS

A. CORE COMPETENCE:

KI -1: Living and practicing the religious teachings it embraces.

KI-2: Live and practice honest behavior, discipline, responsibility, care (mutual assistance, cooperation, tolerance, peace), 

          courteous, responsive, proactive. And show attitude as part of the solution to various problems in interacting effectively 

          with the social and natural environment and in placing ourselves as a reflection of the nation in the association of the world.

KI-3: Behave environmentally friendly and thrifty in utilizing natural resources.

KI-4: Processing, reasoning, and presenting in the realm of concrete and abstract realms related to the development of the self-study

          in the school independently, and able to use methods according to scientific rules.

B. BASIC COMPETENCIES AND INDICATORS

2.2 Behave honest, disciplined, responsible, polite, cooperative, and proactive in conducting experiments and discussions.

2.3 Demonstrate critical, thorough, and consistent attitude in presenting and interpreting data.

3.8 Analyze the properties of electrolyte solutions and non-electrolyte solutions based on their electrical conductivity.

3.8.1. Mention the notion of electrolyte and non electrolyte solutions

3.8.2. Identify the properties of electrolyte and non-electrolyte solutions through experiments

3.8.3. Grouping the solution into electrolyte and non-electrolyte solutions based on their electrical conductivity

3.8.4. Explain the cause of the ability of the electrolyte solution to deliver electrical current

3.8.5. Describe that the electrolyte solution can be an ionic compound and a polar covalent compound.

4.8. Design, perform, and conclude and present experimental results to determine the properties of electrolyte solutions and non-electrolyte solutions.

4.8.1 Design an experiment to investigate the nature of the solution based on its electrical conductivity

4.8.2 Conducting electrical conductivity experiments on some solutions.

4.8.3 Observe and record experimental data of electrical conductivity in some solutions.

4.8.4 Determine the nature of the solution based on the electrical conductivity of the electrolyte solution and the non-electrolyte solution.

4.8.5. Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

4.8.6 Communicate experimental results of electrolyte and non electrolyte solutions

MEETING I:

Aim.

Through experiments students can

Mention the notion of electrolyte and non electrolyte solutions

Identify the properties of electrolyte and non-electrolyte solutions through experiments

Grouping the solution into electrolyte and non-electrolyte solutions based on their electrical conductivity

 Explain the cause of the ability of the electrolyte solution to deliver electrical current

Describe that the electrolyte solution can be an ionic compound and a polar covalent compound.

Designing an experiment to investigate the nature of the solution based on its electrical conductivity

Conducting electrical conductivity experiments on some solutions.

Observe and record experimental data of electrical conductivity in some solutions.

Summing up the properties of the solution based on the electrical conductivity of electrolyte solution and non-electrolyte solution.

Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

Communicate experimental results of electrolyte and non electrolyte solutions

Learning materials

Electrolyte and Nonelectrolyte Solutions

Fact

Conductor

Insulator

Solvent

Dissolved

Concept

Solution

Electrolyte solution

Nonelectrolyte solution

Ionization reaction

Principle

The role of ions in the conductivity of electric solutions (archenius theory)

Electrolytic strength

Procedure

Work step experiments electrical conductivity in solution

C. Learning Methods

Scientific approach

Method: Experiments.

Learning model: Problem Based Leaning

D. Media and Learning Resources

Periodic table and power pointAdvanced Learning Chemistry 1B Unit 6

Facil: Advanced Learning Chemistry 1B, Nana Sutresna, Grafindo Media Pratama, 2013

E. Learning Activities

1. preliminary

a. Condition students to learn and motivate students on "Electrolyte and Non-Electrolyte" materials.

 b. Apersepsi: asks about electricity.

  "Where did the electric current come from?"

  "Do we need electricity in our daily lives?"

c. Delivering today's core learning on electrolyte and non-electrolyte solutions.

2. core

a. Guiding students in groups for

    Observing.

·         Review the literature on electrolyte and nonelectrolyte solutions.

Questioning.

·         Reviewing the literature on electrolyte solutions Asking whether all solutions can conduct an electric current? 

      Why is it that when a flood can be stung by electricity? What are the benefits of electrolyte solution in life?

Collecting Data (Experimenting) and nonelektrolit.

Questioning

·         Designing an experiment to investigate the nature of the solution based on electrical conductivity and present

       the results to equalize perceptions.

·         Conducting electrical conductivity experiments on some solutions.

·         Observe and record experimental data of electrical conductivity in some solutions.

Associating (Associating)

·         Analyze the experimental data to infer the properties of the solution based on their electrical conductivity 

      (electrolyte solution and non-electrolyte solution).

·         

Group the solution by type of bond and explain it.

·         Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

·         Mengkomunikasikan   (Communicating)

·         Menyajikan laporan hasil percobaan tentang daya  hantar listrik larutan  elektrolit kuat,  larutan elektrolit lemah, dan larutan nonelektrolit.

3. cover

   

      a. Encourage students to conclude solutions that can conduct electrical current and its causes.

       b. Encourage students to reflect and discover the values ​​that can be picked from today's activities.

F. ASSESSMENT

       1. Engineering and Forms of Instrument

tehnique	Instrument shape
Observation of attitude	  attitude and rubic observation shape
  performance test	Test of picked test
  written test	Test description and options
  Portfolio	  portfolio guidelines

      2. example of instrument

            a. attitude observation sheet

No	Rated aspec	3	2	1	Information
1	Realizing the existence of God YMK
2	Experiment with discipline and thoroughness.
3	Showing perseverance and responsibility in learning and working both individually and in groups

      3. assessment rubic attitude

No	Rated aspec	Rubric
1	Realizing the existence of God YMK.	Realize that nothing happens in this universe without the will of God Almighty. Little realize that nothing happens in the universe without the will of God Almighty.  Not realizing that something that happens in this universe without the will of God Almighty .
2	Experiment with discipline and thoroughness.	Experiment with discipline and thoroughly .. Experiment with discipline and but not thoroughly .. Do not experiment with discipline and thorough ..
3	Showing curiosity.	3    Always ask the teacher critically      Sometimes ask teachers critically.        Never Ask the teacher critically.

This attitude description is used for consideration in determining the student profile (not the numbers that are important, but the students' attitude description).

a.       Peformance test sheet

No	Rated aspect	yes	No	Information
1	Understand the purpose and step of an experiment.
2	Identify and evaluate information from various references.
3	Demonstrate accuracy and responsibility in experiments
4	Able to work individually or in groups
5	Use language and vocabulary as well as appropriate body language when presenting the experimental results.

b.      Written test sheet

1.      into the water added vinegar and alcohol then tested its electrical properties. The chemical sponge in the mixture that conducts the electric current is ....

Answer:

C2H3O2- and H +

2.      If MgNH4PO4 is dissolved in water then in the solution there will be ions ....

               Answer:

               Mg2 +, NH4 +, and PO43-.

3.      When in water NH 3 can form a solution ....

               Answer:

               The electrolyte is weak

4.      Is water classified as electrolyte or nonelectrolyte? Explain.

               Answer:

   Pure water is classified as nonelectrolyte, because water does not decompose into its ions, but remains as a molecule. Although decomposed very small.

5.      Why is dried HCl in a gas state classified as nonelectrolyte, but in a solution in water classified as a strong electrolyte? Explain.

Answare:

HCl in the gaseous state does not decompose, because nothing activates into its ions, whereas in water solution, water molecules activate HCl molecules so that H2O and H + reactions form H3O + and Cl-

         

c.       Portfolio sheet

Science Portfolio book Advanced Learning Chemistru 1Bpage 11. Firstly prepare tools and materials independently, ie 3 pieces of 1.5 volt battery; Duct tape; A very clean bowl; Salt solution of kitchen; 125 mL tap water; 125 mL distilled water; Aluminum foil measuring 30 cm x 18 cm which is folded elongated so that the long plate is not wide; Also make shorter-sized aluminum foil plates; One flashlight bulb (1.5 volts); And two clothesline clips. With group creativity, you can replace these tools and materials with easily accessible tools and materials. Next, arrange the battery with a positive pole touch the negative pole of the other battery. Strengthen the circuit with the duct tape. Then, press the short aluminum foil plate on the battery's negative pole using the hand. Next, dip the short plate into the water in a bowl. Ask one of your group mates to hold the battery pack to keep it immersed in water. Clip the long aluminum plate into the lower bulb. Then, attach the bottom of the bulb to the battery's positive pole. Observe the reaction symptoms that occur in the bulb. Repeat this experiment using well water, sugar solution, or salt solution. Watch critically with your group's friends, what's going on? Why is that? Discuss the experimental results with your friends and teachers