| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Chemistry |
| Lesson Topic: Explain, in terms of rate of reaction and position of equilibrium, why the typical conditions stated are used in the Haber process and in the Contact process, including safety considerations and economics |
Learning Objective/s:
- Describe how temperature, pressure and catalysts influence reaction rate and equilibrium position in the Haber and Contact processes.
- Explain why industrial conditions represent a compromise between optimal rate and favourable equilibrium.
- Evaluate the main safety hazards and economic factors associated with each process.
- Apply Le Chatelier’s principle to predict the effect of changing operating conditions.
- Compare the two processes in terms of efficiency, sustainability and cost.
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Materials Needed:
- Projector and screen
- PowerPoint slides with reaction diagrams and safety charts
- Student handouts summarising conditions, safety and economics
- Whiteboard and markers
- Printed images of iron‑based and vanadium‑oxide catalysts
- Worksheet for comparative analysis
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Introduction:
Begin with a quick poll asking students which industrial product they think is more energy‑intensive to make. Review key ideas of reaction rate, equilibrium and Le Chatelier’s principle, then state that by the end of the lesson they will be able to justify the chosen operating conditions for two major processes and assess their safety and economic implications.
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Lesson Structure:
- Do‑now (5’) – short quiz on equilibrium shifts and rate factors.
- Mini‑lecture (10’) – recap of rate, equilibrium, catalysts and introduce Le Chatelier’s principle.
- Case study – Haber process (12’) – present typical conditions, discuss rate vs. equilibrium trade‑off, safety (high‑pressure vessels, H₂ handling) and economic aspects; students complete worksheet section.
- Case study – Contact process (12’) – repeat analysis for temperature, pressure, catalyst, safety (corrosive SO₃/H₂SO₄, dust) and economics; worksheet continuation.
- Whole‑class comparison (8’) – groups share findings, construct a Venn diagram highlighting similarities and differences.
- Exit ticket (3’) – each student writes one sentence explaining why a specific condition (e.g., high pressure in Haber) is essential.
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Conclusion:
Summarise how temperature, pressure and catalysts are balanced to achieve acceptable rates while maintaining favourable equilibrium, and revisit the key safety and cost considerations. Collect exit tickets as a quick assessment and assign homework: a short report comparing the environmental impact of the two processes.
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