Six sessions · independent practice
Explain, calculate,
verify.
For classroom Sessions 1, 5 and 6, read the weekly pre-class PDF and prepare its three questions in 15–20 minutes. After class, allow 30–40 minutes for the required task, including its independent checkpoint: 45–60 minutes of independent practice in total. Continue from the classroom case. Sessions 2–4 follow their own independent lessons and worksheets instead. Sessions 2–3 replace holiday classes; Session 4 replaces class while the instructor attends the ECS meeting. All required work is within each planned lesson and the background reading is optional. Session 3 uses narrated slides and guided activities to study consistency tests before liquid stability and LLE. Retain your calculations and study exports. Optional extensions are additional.
1. VLE and flash
Open core lab · Session resources and companion labs
Pre-class reading PDF · 15–20 minutes
Follow-up investigation · 30–40 minutes
In Lab 01, save one ideal two-phase baseline and one changed pressure at the same T and z. Predict the change, report phase amounts and check one component balance by hand.
Independent calculation
Independent checkpoint: ideal binary at fixed T, Psat1=150 kPa, Psat2=60 kPa, z1=0.5 and P=90 kPa. Calculate bubble pressure at x1=z1, dew pressure at y1=z1, x1, y1 and vapor fraction. These are specified synthetic vapor pressures, not a property correlation.
In-class exit ticket and feedback · Complete during the final 10 minutes, not as extra homework.
Short explanation
How does pressure change the phase split at fixed temperature? State one assumption that limits your answer.
Optional extension
Choose one extension: compare liquid activity models, examine zero versus nonzero virial coefficients in Lab 09, or add the energy balance in Lab 07.
Evidence: prediction before calculation; saved inputs with model and property sources; baseline and changed case; numerical balance or limiting-case check; supported conclusion and limitation.
2. Data, consistency and model evidence
Open the narrated independent lesson · English worksheet · 4 pages · Session resources
Optional background reading · 3-page PDF
Required activities within the planned lesson
Follow the lesson schedule and pause before each solution. Complete worksheet pages 1–4: phase and material-balance checks, activity and Antoine calculations, the Lab 08 baseline and property check, two model fits, interpretation, and your own Q1–Q6 review-test attempt. Submit the attempt first, then view worked solutions and optionally submit corrections. Preparation, calculations, Lab work, break, review and feedback are all included; there is no additional compulsory follow-up.
Submit your own attempt before viewing review solutions: Open the Session 2 attendance form. Enter your student ID and name, transfer your own Q1–Q6 answers from worksheet page 4 with calculations, and confirm completion. Submit before Slide 26. Wait for the receipt and save it; the form then displays worked solutions. You may submit corrections after reviewing them. Complete this sequence within the review block (145–172 study minutes). Attendance credit is for completing the activity, not a minimum accuracy score. Retain the four-page worksheet and your baseline and model exports.
Session 2 exit ticket and feedback · minutes 172–180. Use your worksheet evidence and wait for the receipt. This anonymous form does not identify attendance.
Optional calculation extension
Independent checkpoint: for an ideal vapor at T=350 K, P=100 kPa, x1=0.4, y1=0.6, Psat1=150 kPa and Psat2=60 kPa, compute both activity coefficients. Explain what changes if the Psat pressure unit was mislabeled.
Optional further practice
Choose one extension: the published case study in Lab 02, a fixed held-out comparison, bootstrap fit spread, or your own sourced VLE data. Exact synthetic bootstrap spread does not quantify real measurement uncertainty. Controlled consistency tests in Lab 03 are core work in Session 3.
Evidence: preserve original answers and corrections; show substitutions and units; use the same observations and property inputs for both model fits; distinguish fit quality from consistency and prediction.
3. Consistency, stability and LLE
Open the narrated independent lesson · English worksheet · 6 pages · Session resources
Optional background PDF · 3 pages
Lab 03 and Lab 04 guide · 4 pages · Worked solutions · after your attempt
Required activities within the planned lesson
Complete A1–A3 and B1–B3 on worksheet page 1: VLE retrieval, the Gibbs–Duhem slope relationship, path assumptions and missing information. Complete the area and local-residual calculations C1–C6 on page 2. On page 3, follow the Lab 03 demonstration and complete D1–D5 and E1–E2: predict before canceling and localized changes, compare the localized case at 41 and 161 points, run one clean 41-point fit, and annotate a residual plot with a supported interpretation. Pages 4–5, F1–F3 and G1–G4, compare A = 3 feeds z = 0.02, 0.12 and 0.50, their homogeneous stability and final equilibrium; independently check the balances at z = 0.12 and 0.50 and explain the tangent and energy evidence. Attempt H1–H4 on page 6 before the solutions, then complete I using the existing anonymous exit ticket and feedback. The planned 180 minutes include viewing, work, review and the 10-minute break; there is no additional compulsory follow-up.
At minutes 155–170, attempt the unseen-case review in section H before checking the worked solutions; retain the first attempt and corrections. At 170–180, use the existing Session 3 exit form: answer its LLE concept question and include consistency-test evidence. In the existing feedback text, report the minutes you actually spent and whether the pace felt too fast, suitable or too slow. Submit once, wait for the receipt and save your work. The anonymous form does not identify attendance.
Session 3 exit ticket and feedback · minutes 170–180. Use your worksheet evidence and wait for the receipt. This anonymous form does not identify attendance.
Hand checkpoints within the lesson
Worksheet C4–C5 compares a worked local-residual example with your own calculation. In G3, independently check the balances for A = 3 at z = 0.12 and 0.50 using the actual calculated endpoints. The unseen review H1–H4 asks you to calculate a new local residual, interpret real isobaric data with missing excess enthalpy, evaluate a new candidate tie line and combine contrasting diagnostic results. Attempt these before viewing the separate solutions; do not transfer an earlier numerical answer.
Planning guide: Plan approximately three hours, with fixed budgets of 115 minutes of calculation, investigation and reflection plus a 10-minute break. The video page reports the recording’s actual measured duration and its sum with those budgets. These are planning estimates, not measured student working times. Use ten work checkpoints plus a break. At slide 34, pause 3 minutes for G1 predictions before the complete Lab 04 demonstration on slide 35; then use the 25-minute pause at slide 36 to rerun G2–G4 independently. Continue when the specified output is ready rather than waiting for a timer.
Optional further practice
After completing the core lesson, optional extensions include NRTL tie-line fitting in Lab 05, paired bootstrap from independent replicates, or feasible three-phase amounts in Lab 06. A paper exercise connects tangent intercepts to partial molar properties in the appendix. These are not required in the 180-minute lesson.
Evidence: Record each method, its inputs, result and applicability. Retain the hand area and local-residual calculations, predictions, Lab 03 baseline and controlled changes including resolution, and the homogeneous-feed versus equilibrium comparison in Lab 04. Include an independent component balance, a supported conclusion and limitation, and the unseen-case first attempt plus corrections. Synthetic diagnostic outcomes do not certify real data or predictive validity.
4. Solids and adsorption
Integrated Week 4 video · opening and main lesson · Written opening · alternative or reference · Six-page worksheet · A-G and I required, H optional
Study guide and full schedule · Session resources
Open the Lab 10 and Lab 11 guide at the named steps. Open the worked solutions after attempting each task. Background reading is optional.
Required activities within the planned lesson
Watch Opening 01-14 at the start of the integrated video. Pause for four minutes at Opening 13 to write R1-R3 in your notebook; check at Opening 14. The written opening is an alternative or reference, not another required activity. Then complete A1-A3 and B1-B2 on worksheet p. 1; C1-C3 on p. 2; D1-D4 on p. 3 using Lab 10; E1-E3 and F1-F3 on p. 4; G1-G4 on p. 5 using Lab 11; and I on p. 6. Write predictions before the demonstrations on slides 16 and 30. Independently rerun the three prescribed cases in each Lab, calculate balances and reopen a saved study. H1-H4 on p. 6 is optional; use the player link to skip optional slides 35-38 and continue to slide 39. The opening replaces the former required H work.
At the final 10-minute checkpoint, complete the existing Session 4 exit ticket and feedback: explain finite-inventory GSE, include Lab 10 and Lab 11 numerical evidence, and report actual study minutes and pacing. Submit once at slide 39, wait for the receipt and verify it at slide 40. Keep R1-R3 with your worksheet. There is no repeat Week 3 submission or additional form. The anonymous form does not identify attendance.
Session 4 exit ticket and feedback · final 10-minute checkpoint. Use evidence from both Labs and wait for the receipt. This anonymous form does not identify attendance.
Hand checkpoints within the lesson
C uses T=300 K, V=2 L, Psub=8 kPa, volatile inventories 0.010/0.004 mol and 0.001 mol inert. This is different from the Lab 10 demonstration. F follows a known-pressure adsorption balance at P=10 kPa, whose required inventory is different from the 0.010 mol used in Lab 11. Show substitutions and units before viewing the solutions. Optional H transfers this reasoning to new GSE conditions and a known-pressure Langmuir case.
Planning guide: The combined recording is 73 minutes 47 seconds, including 16 minutes 00 seconds of opening narration. Add 4 minutes for R1-R3, 100 minutes for core calculations, Labs and reflection, and a 10-minute break: about 187.8 minutes if you watch the full recording. The opening plus its notebook pause takes about 20.0 minutes; it is already included in this total. Skipping the optional H recording shortens the lesson. These are planning budgets, not measured student completion times; record your actual study minutes.
Optional further practice
H1-H4 on worksheet p. 6 is optional transfer practice; allow about 20 additional minutes if you choose it, attempt it before the solutions and keep corrections. Further optional extensions include a binary SLE/eutectic comparison in Lab 10, Freundlich/BET model windows, adsorption-data fitting or isosteric heat in Lab 11. Paper exercises on Henry gas solubility and dilute-solution osmosis remain in the appendix.
Evidence: Retain R1-R3, process and pressure predictions, solubility and inventory calculations, three controlled cases from each Lab, one annotated plot per Lab, explicit gas-plus-solid and gas-plus-adsorbed balances, reproducible JSON files and model limitations. Distinguish partial from total pressure and uptake per kg from adsorbed moles. H1-H4 and its corrections are retained only if you choose the optional extension.
Week 5 · Independent lesson · Friday 6 November 2026
5. Chemical equilibrium and routes to K
No in-person class on 6 November. Follow the video, worksheet and Lab 12 at your own pace within the planned approximately three-hour lesson. We return onsite on Friday 13 November; bring your unresolved questions.
Start here: instructions and activity schedule · Narrated video and Lab 12 demonstrations · Worksheet · 6 pages
Main question: Why can equilibrium composition change while K stays the same?
Start with the brief answers to Week 4 questions about partial pressure, adsorption and independent balance checks. Then use one synthetic A2 ⇌ 2A example to calculate K from Gibbs energy and enthalpy/entropy, solve for extent, and compare pressure and temperature changes.
Required Lab: Lab 12 · Chemical equilibrium. Use the two-page control guide when instructed. Attempt each worksheet question before the worked solutions. The real-interface demonstrations are in video chapters 20, 22 and 30.
Lesson slides · 32 slides · Slide PDF · Optional background reading · Optional appendix
One required worksheet: complete R, A-F and G within the lesson. Record the 350 K/100 kPa baseline, 350 K/400 kPa pressure case and 400 K/100 kPa constant-enthalpy case. Set ΔCp°=0 and select the named K source. Check atom conservation and Q=K independently, save the three calculator exports and restore one. No extra preparation or follow-up assignment is required.
Use the pause budgets as a guide. If a step remains unresolved at the end of its budget, record the sticking point and continue. The video page reports the measured recording duration plus the 128-minute work budget and 10-minute break. Report your actual study time, not the planned total.
Final 10-minute checkpoint: Session 5 exit ticket and feedback. Include numerical evidence and an unresolved question if needed. Submit once and wait for “Response received.” This anonymous form does not identify individual attendance.
Evidence checklist: retain the reaction basis and standard-state convention; calculations of K and extent; three controlled cases; independent atom and Q checks; one verified JSON restore; corrections and model limits.
6. Electrochemical equilibrium
Open core lab · Session resources and companion labs
Pre-class reading PDF · 15–20 minutes
Follow-up investigation · 30–40 minutes
In Lab 13, compare a concentration cell with the activities exchanged. Predict and explain the sign of E, then independently check deltaG=−nFE.
Independent calculation
Independent checkpoint: the same M2+/M reduction couple appears on both sides, T=298.15 K, aLeft=0.0100 and aRight=1.000, with equal E°. Calculate Eright−Eleft and deltaG per mole of the balanced cell reaction (n=2). Neglect junction potential.
In-class exit ticket and feedback · Complete during the final 10 minutes, not as extra homework.
Short explanation
What determines the sign of a concentration-cell potential? State one assumption that limits your answer.
Optional extension
Choose one extension: scale the balanced reaction and electron count, examine activity corrections within the supported model, or explain why equilibrium voltage differs from voltage under load.
Evidence: prediction before calculation; saved inputs with model and property sources; baseline and changed case; numerical balance or limiting-case check; supported conclusion and limitation.
Feedback rubric
Apply each level to each criterion separately. These descriptors support feedback; they are not registered grading weights.
| Criterion | 3 · Supported | 2 · Mostly supported | 1 · Incomplete | 0 · Missing |
|---|---|---|---|---|
| Reproducibility | Complete inputs, units, sources and restorable study | Minor metadata gap | Inputs cannot be fully reconstructed | No usable inputs |
| Thermodynamic reasoning | Correct constraints, standard states and justified model domain | Correct method with one unexamined assumption | Procedure without a defensible model choice | No relevant reasoning |
| Verification | Independent numerical check with scale and units | Relevant check with a minor omission | Only repeats solver output | No check |
| Interpretation | Explains trends, limits and distinguishes fit from evidence | Sound trend with limited discussion of uncertainty | Claims exceed the evidence | No interpretation |
Revise one weak criterion after feedback and retain both versions. For a failed calculation, a reproducible diagnosis and a justified supported alternative are meaningful evidence.