The Colors of the Rainbow

The purpose of this investigation is to determine the test Le Chatelier’s principle. Our
test is done by creating equilibrium mixtures and selecting appropriate stress to cause
the color change and produce the colors of the rainbow. Through this lab, we learned
that we are able to change the colors of the mixture using the concept of Le Chatelier’s
principle and the equilibrium system. In the end, we successfully created all colors of
rainbow by using the solutions and correct stresses.

LE CHATLIER’S PRINCIPLE

Anthony Hower1, Julia Kim2, Cindy Kim3 | AP Chemistry| February 10, 2018
1
(Data Collection and Computation, Post-Lab 3-5, Formatting)
2
(Pre-Lab check, Conclusion, Post-Lab 1-2)
3
(Pre-lab, Abstract, Procedure and Materials)
Table of Contents
Pre-Lab Questions .................................................................................................................... 1
Animation 1: Cobalt Chloride Equilibrium .......................................................................... 1
Animation 2: NO2 /N2O4 Equilibrium ................................................................................ 2
Animation 3: Bromine Gas/Liquid Equilibrium ................................................................... 2
Materials and Procedure ........................................................................................................... 3
Materials ................................................................................................................................ 3
Procedure .............................................................................................................................. 5
Data Collection and Computation ...........................................................................................6
Post-Lab Assessment ................................................................................................................ 7
Conclusion................................................................................................................................ 11

Pre-Lab Questions
ANIMATION 1: COBALT CHLORIDE EQUILIBRIUM
1. How does adding the Cl- ions to the cobalt complex ion change the reaction
conditions?

Cl ions begin to replace the water and bond to Co, creating CoCl42-. Adding Cl ions
shifts the reaction to the right. It adds new reactant to form new products and turn
the solution blue since more reactants means that there will be more products
produced.

2. How does adding water to the blue complex ion change the reaction conditions?

When water is added, the system is no longer in equilibrium. The reaction will shift
left to restore its equilibrium state. Therefore, the solution will become pink since
there are more product, water molecules, added.

3. Why do these changes in conditions cause reactions to occur? Provide equations to

illustrate how these changes in reaction conditions alter the position of the
equilibrium.

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 In the equation Co(H2O)6+2 + 4Cl-1 <---> CoCl4-2 + 6H2O, when water is added to
the solution, it causes the reaction to shift left to reach equilibrium and the solution
will turn pink since it is an addition of product. Similarly, when Cl ions are added to
the solution, the reaction will shift right to reach equilibrium and the solution will
turn blue, as it is an addition of a reactant.

ANIMATION 2: NO2 /N2O4 EQUILIBRIUM

1. Each time the animation stops count the number of NO2 and N2O4 molecules
present. What do you observe?

In the beginning of the reaction, there were 12 NO2 and 4 N2O4 molecules. As the
reaction proceeded, the N2O4 molecules broke apart and formed again and this
sequence repeated several times. The number of the molecules was constant
throughout the reaction, which shows that the system is in equilibrium.

2. After watching the animation panels that include the yellow arrows, describe what is
happening simultaneously to keep the number of each type of molecule constant.

As one N2O4 molecule breaks up and form 2NO2 molecules, 2NO2 molecules
combine to form N2O4, which makes the number of the molecules constant. This
causes the system to be in equilibrium.

3. Explain how this animation illustrates the dynamic nature of equilibrium.

In this animation, the formation of one of the molecules causes the formation of the
other molecules. This makes the overall ratio of the NO2 and N2O4 molecules
remain constant. Equilibrium is dynamic because there are ongoing reactions but it
always ends up with the same number of reactant and products because the rates of
change in the reactants and the products are equal.

ANIMATION 3: BROMINE GAS/LIQUID EQUILIBRIUM

1. When the animation stops, count the number of Br2(l)and Br2(g) molecules present.
What do you observe?

There are 3 Br2(l) and 6 Br2(g) molecules present in the beginning and remains
constant when the animal stops. As one molecule moves to gas phase, one molecule
moves to the liquid phase.

2. Is this a chemical equilibrium or a physical equilibrium?

This is a physical equilibrium because in the reaction, the chemical composition of

the molecules doesn’t change but only the physical state (gas or liquid) of the
molecule changes.

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3. How would you design an experiment to determine if this animation is an accurate
representation of what actually occurs?

We can set up a closed system with liquid bromide and gas bromide, as can be seen
in the animation, and measure the pressure of the bromine gas and observe if the
pressure changes with time after it reaches equilibrium.

Materials and Procedure

MATERIALS
Tray 1 Tray 2 Tray 3 Tray 4 Tray 5 Tray 6

Bromothymol 0.10 M 0.25 M 10 g of 10 g of solid Cold fresh

blue KSCN CuSO4 in a solid CoCl2*6H2O seltzer
indicator solution in bottle (250 CuCl2 * in a small water/soda
solution in a a bottle mL) 2H2O vial water/club
small (250 mL) soda (small
dropper commercial
bottle (30 bottle) on
mL) ice

10 M HCl in a 0.20 M Concentrated 12 M HCl 95% ethanol Methyl red

small Fe(NO3)3 ammonia in in a small in a bottle indicator
dropper in a small a small dropper (250 mL) solution in a
bottle (15mL) dropper dropper bottle small
bottle (15 bottle (15mL) (15mL) dropper
mL) bottle
(15mL)

0.10 M NaOH 10 g of solid 1.0 M HCl in 1 labeled, Distilled Modified 60

in a small KSCM in a a small small water in a mL or larger
dropper small vial dropper spatula small syringes
bottle (15mL) bottle (15mL) dropper with Luer
bottle Lock valves
(30mL)

0.10 M NaCl 10 g of solid Acetone in a Nails to lock

in a small FeCl3 is a small syringe
dropper ottle small vial dropper open
(15mL)

PAGE 3
 bottle (30
mL)

10 g of any 10 g of solid
sodium NaCl in a
phosphate small vial
in a small
vial

3 labeled 0.10 M
small AgNo3 in a
spatulas small
dropper
bottle (15
mL)

0.10 M
KNO3 in a
small
dropper
bottle (15
mL)

Equipment

6-50mL 2-25mL 2 test-tube Ice for cold Deionized or Hot water

beakers graduated racks water bath distilled for hot
cylinders water in water bath
wash bottles

2-250mL 24-10x75 test 6 glass

beakers for tubes and/or stirring
water baths 13x100mm rods
test tubes

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PROCEDURE
For tray 1, we added 1ml of bromothymol blue (BTB) in 25ml of water to create equilibrium
system. Then we were given 0.1M NaOH (aq), 0.1 M HCL (aq), and 0.1M NaCl (aq) for the
stress. We divided the diluted solution (BTB and water) into three beakers and added the
aqueous solution for stress in each beaker. We observed the color change and recorded
the data.

For tray 2, we added 10ml of 0.1M KSCN solution to a beaker and then added 10ml of
distilled water and about 2 drops of 0.2M Fe(NO3)3 solution to create equilibrium system.
We were given 0.1M KNO3 (aq), solid FeCl3, solid KSCN and a sodium phosphate for use.
We divided the mixture into 4 beakers and added appropriate amount of given stresses.
We observed the color change and recorded the data.

For tray 3, to create the equilibrium system, we added several drops of NH3 to 25ml 0.25M
CuSO4 until the formed precipitate disappeared. Even though we were given HCl (aq), we
did not use it. We observed the color change and recorded the data.

For tray 4, we added 2 grams of copper (II) chloride to 25ml of water to create the
equilibrium system. We were given concentrated HCl for the stress. We added
concentrated HCl into the mixture and observed the color change and recorded the data.

For tray 5, we added 1 gram of cobalt (II) Chloride hexahydrate to 13.5ml of 95 percent
ethanol in a beaker to create the equilibrium system. We added some drops of distilled
water to the mixture and divided them into 2 test tubes. Each test tubes were put into two
beakers, each with cold and hot water. We observed the color changes of two mixtures
and recorded the data.

For tray 6, we added 20ml of soda water into the beaker and added 1ml of methyl red
indicator. Then used syringe to draw 10ml of the mixture with Luer Lock valve. We
inverted the syringe and depressed the piston to expel the gas and close the stopcock on
the Luer Lock valve. We observed the color change when the piston was pulled back and
recorded the data.

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 Data Collection and Computation
Color Red Orange Yellow Green Blue Indigo and
Violet
Reactants Fe(NO3)3 and CO32-(aq), Bromothymol [Cu(H2O)6]2+, CuSO4, NH3 [Co(H2O)6]2+
KSCN H3O+(aq) blue, HCl HCl
Products FeSCN2+ CO2, H2O Bromothymol [CuCl4]2- [Cu(NH3)4]SO4 [Co(H2O)6]2+
blue but not
blue
Result of FeSCN2+ colors Methyl red BTB indicator [CuCl4]2- Precipitate Bluer or pinker
Change the solution indicator turns yellow turns forms then depending on
red changes concentration disappears to temperature
green royal blue
Type of Change in Change in Change in Change in Change in Change in
Stress concentration concentration concentration concentration concentration Temperature
due to change
in pressure
Color Red Orange Yellow Green Blue Indigo and
Produced Violet
Reason for Because as As the As HCl is As HCl is As NH3 is As the
Assertions more KSCN is pressure added to the added to the added to the temperature
and how added, the drops, CO2 is solution the solution the solution, a increased, the
applied equilibrium expelled from equilibrium equilibrium is precipitate equilibrium
stress shifts causing the solution, shifts because shifted and it forms, but as shifted towards
resulted in a higher driving the of the replaces the more is added, blue, and as the
observed concentration equilibrium of increase in water in the the temperature
color of FeSCN2+. CO32-(aq) and acid so that ligate forming equilibrium is decreased, the
H3O+(aq) the BTB gets [CuCl4]2- driven beyond equilibrium
towards CO2 more H+ ions. which turns the precipitate shifted towards
and H2O, the solution to form pink because of
causing the green. [Cu(NH3)4]SO4 it being
indicator to because of the endothermic in
change color. sheer the blue
concentration direction and
of NH3 after a exothermic in
certain point. the pink.
Chemical FeSCN2+ C15H15N3O2 C27H28Br2O5S [CuCl4]2- [Cu(NH3)4]SO4 [Co(H2O)6]2+
species (Methyl Red) (BTB) and [CoCl4]2-
responsible
for color

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 Figure 1: Our completed chemical rainbow

Post-Lab Assessment
1. A student obtained a test tube with a suspension of white, slightly soluble calcium
hydroxide in water. This system was at equilibrium as represented by the following
equation:

Ca(OH)2(s) ⇌ Ca2+(aq) + 2OH–(aq)

a. Write the equilibrium constant expression for this reaction.

Kc= [Ca2+][OH-]2/ [Ca(OH)2]

b. What would you expect to observe if hydrochloric acid, HCl(aq), is added? Explain
your answer using Le Châtelier’s principle.

Adding HCl would decrease the concentration of OH, a reactant, present in

the solution. A decrease in reactant would shift the equilibrium position to
the left and decrease the amount of products formed.

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 c. What would you expect to observe if calcium nitrate were added? Explain your
answer using Le Châtelier’s principle.

Adding Ca(NO3)2 would increase the concentration of Ca, a reactant, present

in the solution. An increase in the reactant would shift the equilibrium
position to the right and increase the amount of product formed.

d. When the solution was placed in an ice bath and cooled, it was observed that more
solid calcium hydroxide was produced.

i. Based on this observation would you expect the reaction to be exothermic

or endothermic? Explain your answer using Le Châtelier’s principle.

This is an endothermic reaction. If more reactants form to reach equilibrium,

it means that fewer reactants will have enough activation energy at a lower
temperature and the equilibrium position shifts left.

ii. If the solution were placed in a hot water bath and heated, what would you
expect to observe? Explain your answer using Le Châtelier’s principle.

If placed in a higher temperature, more reactants will possess the activation

energy needed for a reaction to occur, and the equilibrium position will shift
right, yielding more products.

2. Propose a series of equations to represent the equilibria described in the prelab

discussion involving the transport of oxygen from the lungs to the cells and the carbon
dioxide back to the lungs. Use Hb+ for deoxyhemoglobin, HbOx for oxyhemoglobin,
and HbCO2 for the carbon dioxide–hemoglobin structure.

Hb+ + O2 = HbO2

HbCO2 = Hb+ + CO2

a. Use your equations to explain how the oxygen transport system works using Le
Châtelier’s principle.

Deoxyhemoglobin carries oxygen from the lungs to the cells and carbon
dioxide from the cells to the lungs. When O2 comes into the lungs, the
pressure increases and the equilibrium shifts right, increasing the production
of HbO2. When the HbO2 gets to the cells, there is a low concentration of O2,
shifting the equilibrium to the left and oxygen is released from
deoxyhemoglobins.

b. Carbon monoxide is a poison that prevents the hemoglobin molecule from binding
with the oxygen in the lungs. This is because of the structure and polar nature of
the CO molecule that causes it to bind strongly with the Hb+. Using Le Châtelier’s

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 principle, explain how this strong binding would affect the oxygen-carrying
capacity of the blood.

If CO binds to the Hb+, the amount of available Hb+ decreases. This is a

decrease in the reaction concentration, which causes the equation to shift
left. As a result, less HbO2 would form and not enough O2 would be provided
to the cells.

c. Propose a method, using Le Châtelier’s principle, which could effectively treat a

victim of carbon monoxide poisoning.

Providing a high concentration of O2 at high pressure will effectively shift the

equilibrium to the right and increase the yield of products, HbO2. This would
help the transport of oxygen through the victim’s blood.

3. The following questions concern this equilibrium system.

Br2(l) + Cl2(g) ⇌ 2 BrCl(g) ΔH= +29.4 kJ/mol

How will the following factors influence the equilibrium listed above? Indicate whether
the system will shift left, right, or remain unchanged and give a short explanation for your
choice. Simply citing Le Châtelier’s principle is not an adequate answer; rather, explain
why the system does or does not respond to the stress using your knowledge of the
collision theory and chemical kinetics. In all cases, the listed change is the only change —
all other variables (P, V, or T) remain constant. In all cases the reason is grounded in
reaction kinetics. Any action that will increase the rate of a reaction by increasing the
number of successful collisions for one direction more than the other will cause a shift in
the equilibrium.
a. Increasing the temperature

If the temperature is increased, the equilibrium would shift to the right, producing
more BrCl because the production of BrCl is endothermic, and thus absorbs heat to
produce BrCl, and because more heat is added to the system, more heat will be
absorbed, leading to a higher amount of BrCl and less reactants as compared to the
original equilibrium.

b. Increasing the pressure in the flask by adding Ar

Increasing the pressure by adding an innert gas does not have a direct effect on the
equilibrium if the number of moles of gaseous products equals the number of moles
of gaseous reactants. However, because there are twice as many moles of gaseous
products, the equilibrium will shift towards the left in an effort to reduce the pressure
of the system after it has been increased by reducing the total amount of moles of
gas in the system.

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 c. Increasing the volume of the flask

Decreasing the pressure of the system would shift the equilibrium to the right
because when the volume of a system in increased, the side of the equation with
more moles is more favorable.

d. Adding Br2(l)

Adding Br2 to the system would shift the equilibrium to the right, because there is a
greater concentration of Br2 in the system, leading to an increased likelihood of
impact with Cl2, meaning a faster reaction rate towards the production of BrCl.

e. Removing Cl2(g)

Removing Cl2 from the system would shift the equilibrium to the left, because a
decreased number of Cl2 molecules means a decreased probability of impact and a
slower reaction rate in the production of BrCl,

f. Adding BrCl(g)

Adding BrCl to the system would shift the equilibrium to the left because it changes
the concentration of BrCl, and the system would adjust to maintain equilibrium by
correspondently raising the amount of Br2 and Cl2 while reacting and using up the
BrCl.

g. Adding a catalyst

Adding a catalyst would not affect the equilibrium because the rate of reactin is
increased both forward and backwards.

4. Indicating Drierite is a material used in the laboratory to remove water vapor from
gases and as a dessicating agent. When purchased, it is blue in color and it changes to
pink upon absorbing moisture.
a. Based upon your observations in this lab, explain how Indicating Drierite works.

Drierite works similarly to hydrated cobalt ions, and as it absorbs water, it pushes its
equilibrium to the side of the equation that makes it pink.

b. Indicating Drierite can be regenerated and used over and over again. Propose a
method of regenerating Drierite quickly, efficiently, and at low cost. Explain how
your method will work, using Le Châtelier’s principle.

Drierite can be regenerated quickly, cheaply, and easily, by heating it up, which
would shift the equilibrium because of the stress of the heat to the point of giving up
its water, meaning that it can be ready to absorb all over again.

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5. Nickel forms a green complex ion, [Ni(H2O)6]2+, in water. The addition of a small
amount of ethylenediamine (en) results in a light blue–colored solution.
Ethelynediamine is a bidentate ligand, meaning it bonds to metals through two atoms
of the ligand. Further addition of ethylenediamine results in a royal blue solution
while the addition of even more ethylenediamine gives a violet solution. Further
addition produces no additional color changes.
a. Propose a series of equilibrium reactions that would illustrate the observations.

[Ni(H2O)6]2+(aq) + 6 C2H8N2 (aq) <---> [Ni(C2H8N2)6]2+(aq) + 6H2O (l)

b. Predict the effect of adding solid nickel(II) nitrate to the violet solution. Explain
your answer using Le Châtelier’s principle.

I believe that adding solid nickel to the violet equation will make it turn a dark green,
because it would drive the equilibrium in the way opposite from violet by increasing
the concentration of nickel which would form a complex with water.

c. A small amount of hydrogen sulfide gas is bubbled through the violet solution
resulting in a black precipitate and the solution turns royal blue. Using
LeChâtelier’s principle, explain this observation.

Because the solution turns blue, it shows that there is just a small amount of
ethylenediamine in the solution because the equilibrium was shifted back, meaning
that the bulk of the ethylenediamine reacted with the hydrogen sulfide to form the
precipitate.

Conclusion
Through this lab, we were able to observe the equilibriums in six different solution
samples. A different stress was applied on each sample to observe the Le
Chatelier’s principle. We observed that a stress shifted the equilibrium to the
right/left, causing an increase/decrease it the amount of products formed. This
determined the relative amount of reactants and products in the solution, which
lead to the observed color changes in each sample. We succeeded in collecting
seven different colors of the rainbow from the samples by adjusting their
equilibrium positions.

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