Submitted by Jack Eichler / University of California, Riverside on Thu, 02/20/2020 - 16:18
My Notes
Course Level
Topics Covered

This is a flipped classroom module that covers the concept of dynamic equilibrium, and how dynamic equlibrium plays a role in the anticancer mechanism of the therapeutic cisplatin.This activity is designed to be done at the end of the typical second quarter/second semester general chemistry equilibrium unit. Students will be expected to have learned the following concepts prior to completing this activity:

a) understanding the concept of dynamic equilibrium;

b) understanding how equilibrium expressions are generated for chemical reactions that include aqueous solutions, gas phase reactants/products, and/or heterogeneous reactions;

c) understanding how to calculate the molarity of a solution and how to carry out basic stoichiometric conversions for chemical reactions.

Acknowledgement: This material is based upon work supported by the National Science Foundation under Grant No. 1504989. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.



Learning Goals

Students are expected to achieve the following learning objectives:

a) using ICE tables to calculate the equilibrium concentration of reactants and/or products;

b) using ICE tables and stoichiometric calculations to predict what initial concentration of reactant would be required to yield a specific concentration of product at equilibrium;

c) understanding the concept of Le Chatelier’s principle and how equilibrium reactions will respond to changes in concentration of reactant and/or product;

d) being able to calculate the reaction quotient (Q), and relating the reaction quotient to explain whether a reaction has reached dynamic equilibrium or not.

e) connecting the concept of chemical equilibrium to the real-world application of anticancer therapeutics and how the drug cisplatin imparts tumor cell death.


Implementation Notes

See attached instructor notes. 

Time Required
50-80 minutes


Evaluation Methods

1) Performance on the pre-lecture online quiz

2) Performance on the in-class activity (clicker scores or hand-graded worksheet)

Evaluation Results

Students generally score on average 70% or higher on the pre-lecture quiz, and on average 70% or more of students correctly answer the in-class clicker questions. 

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