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Class 11 Chemistry · Chapter 6 · NCERT (kech106)

Equilibrium: common misconceptions

See the tempting mistake students make in Equilibrium, why it feels right at first glance, and a worked visual example that shows the right idea.

The tempting mistake & worked visual

Does chemical equilibrium mean the reactions stop?

Wrong

The forward and reverse reactions stop at equilibrium.

Why it feels right. Concentrations stay constant, so nothing seems to be happening.

Right

At equilibrium, forward and reverse rates are equal.

Worked example

Ten molecules convert in each direction per second. Both totals stay steady while exchange continues.
  1. Imagine ten molecules converting each way per second.
  2. The totals remain constant even though molecules keep changing form.

If your child says… (8 concept checks in this chapter)

As you work through Equilibrium, listen for these everyday misunderstandings and use the prompt alongside each one.

1. Dynamic equilibrium See how to teach this step →

If your child says… “The level stays still, so the molecules have stopped.”

Ask together
Could equal amounts leave and return without changing the level?
What’s true
An unchanged appearance cannot show whether molecules are moving.
2. Equilibrium constant and heterogeneous equilibria See how to teach this step →

If your child says… “Both solids need concentration terms too.”

Ask together
Would adding another lump change the concentration within a pure solid?
What’s true
Pure-solid factors are absorbed into the constant, which depends on temperature.
3. Applications of equilibrium constants See how to teach this step →

If your child says… “A large equilibrium constant means a fast reaction.”

Ask together
Where does this calculation tell us how long the reaction takes?
What’s true
The constant describes equilibrium composition, while speed also depends on energy barriers.
4. Le Chatelier’s principle See how to teach this step →

If your child says… “Removing gas should push the reaction back towards dissolved gas.”

Ask together
Which change would replace the gas that escaped?
What’s true
Removing carbon dioxide above the drink favours its replacement from the liquid.
5. Acids, bases and ionization of water See how to teach this step →

If your child says… “Neutral water always has pH seven.”

Ask together
If warming increases both concentrations equally, does either become more abundant than the other?
What’s true
Neutrality requires equal hydronium and hydroxide concentrations; the corresponding pH depends on temperature.
6. Ionization of weak acids and bases See how to teach this step →

If your child says… “Adding acetate makes more acid molecules split into ions.”

Ask together
Which direction uses up some of the added acetate?
What’s true
An added product ion favours the reverse change.
7. Hydrolysis of salts and buffer solutions See how to teach this step →

If your child says… “A buffer keeps its pH unchanged however much acid I add.”

Ask together
What happens when repeated acid additions use up the available acetate?
What’s true
A buffer has a limited supply of proton-accepting and proton-donating components.
8. Solubility product See how to teach this step →

If your child says… “A solid forms when the ion product is below the saturation value.”

Ask together
Would removing dissolved ions into a solid lower their product or raise it?
What’s true
Precipitation is favoured when the current ion product exceeds the saturation value.

Use this chapter three ways