Excited but bit confused, Sam and Julie run to their chemistry teacher. Sam asks, “Teacher, why did my flask turn cold after adding the salt to water, while Julie’s flask turned hot?” The teacher replies: “That’s because you were given two different salt. One of your salts generated an endothermic reaction with water, while the other salt generated an exothermic reaction with water. Let me first reveal the identity of your salts: Salt A is ammonium nitrate (NH4NO3NH4NO3 N, H, 4, N, O, 3 ) and Salt B is calcium chloride (CaCl2CaCl2 C, a, C, l, 2 )." Now, Sam and Julie are curious about the difference between an endothermic and an exothermic reaction. Consider the reaction mixture—salt plus water—as the system and the flask as the surrounding . In Sam’s case, when ammonium nitrate was dissolved in water, the system absorbed heat from the surrounding , the flask, and thus the flask felt cold. This is an example of an endothermic reaction. In Julie’s case,
LEARNING IMPLEMENTATION PLAN (RPP) CHEMICAL EQUILIBRIUM Education Unit : Senior High School Subject : Chemical Class / Semester : XI IPA / 1 (Odd) Main Material : Chemical Equilibrium Time Allocation : 8 x 45 minutes (2 x meetings) A. CORE COMPETENCY 1. To live and practice the religious teachings that he embraces 2. To live, to practice honest behavior, discipline, responsibility, care, polite, responsive and proactive and show attitude as part of the solution to various problems in interacting effectively with the social and natural environment as well as In placing themselves as a reflection of the nation in the association of the world 3. Understand, apply, analyze factual, conceptual, procedural knowledge based on his or her knowledge of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization on the causes of phenomena and events, an