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DP Chem Unit 6 Chemical Kinetics

This unit plan summarizes a DP Chemistry unit on chemical kinetics for a Year 1 SL course. The unit will cover key concepts including how the rate of reaction depends on collisions between reactant particles with sufficient energy and orientation. Students will analyze rate data from experiments, calculate reaction rates, and investigate how temperature, concentration and particle size affect reaction rates. Formative and summative assessments will evaluate students' understanding of chemical kinetics concepts and skills in analyzing rate data.

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Patrick Abidra
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288 views4 pages

DP Chem Unit 6 Chemical Kinetics

This unit plan summarizes a DP Chemistry unit on chemical kinetics for a Year 1 SL course. The unit will cover key concepts including how the rate of reaction depends on collisions between reactant particles with sufficient energy and orientation. Students will analyze rate data from experiments, calculate reaction rates, and investigate how temperature, concentration and particle size affect reaction rates. Formative and summative assessments will evaluate students' understanding of chemical kinetics concepts and skills in analyzing rate data.

Uploaded by

Patrick Abidra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DP Chemistry Unit Planner – Topic 6 – Chemical Kinetics

Teacher(s) Merinda Sautel Subject group and course Group 4 - Chemistry

Course part Chemical Kinetics SL or HL/Year 1 or 2 SL – Yr 1 Dates


and topic

Unit description and texts DP assessment(s) for unit


● Paper 1, Multiple choice
The greater the probability that molecules will collide with sufficient
● Paper 2, Data based, short and extended response
energy and proper orientation, the higher the rate of reaction.
● Laboratory experiments
● Standard Level Chemistry (Pearson) textbook
● Chemistry Study Guide (Oxford)

INQUIRY: establishing the purpose of the unit


Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

ACTION: teaching and learning through inquiry


Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the
unit. Aim for a variety of approaches to help facilitate learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
1. Species react as a result of collisions of sufficient energy and proper orientation.
1

DP unit planner 1
2. The rate of reaction is expressed as the change in concentration of a particular
☒Lecture
reactant/product per unit time.
3. Concentration changes in a reaction can be followed indirectly by monitoring ☐Socratic seminar
changes in mass, volume and color. ☒Small group/pair work
4. Activation energy (Ea) is the minimum energy that colliding molecules need in ☒PowerPoint lecture/notes
order to have successful collisions leading to a reaction.
☐Individual presentations
5. By decreasing Ea, a catalyst increases the rate of a chemical reaction, without
itself being permanently chemically changed. ☐Group presentations

Students will develop the following skills: ☐Student lecture/leading

1. Be able to analyze graphs and numerical data from rate experiments. ☐Interdisciplinary learning
2. Be able to calculate reaction rates from tangents of graphs of concentration, Details:
volume or mass vs time.
☐Other/s:
3. Be able to interpret graphs of changes in concentration, volume or mass against
time. Formative assessment:
4. Investigate rates of reactions experimentally and evaluate the results.
5. Be able to explain the effects of temperature, pressure/concentration and
particle size on rate of reaction.
6. Be able to sketch and explain energy profiles with and without catalysts.
7. Be able to describe the kinetic theory in terms of the movement of particles Summative assessment:
whose average kinetic energy is proportional to temperature in Kelvin.
8. Be able to construct Maxwell – Boltzmann energy distribution curves to account
for the probability of successful collisions and factors affecting these, including
the effect of a catalyst.
Students will grasp the following concepts: Differentiation:
1. Key concepts – systems and change ☐Affirm identity—build self-esteem
2. Related concepts – interaction, models, conditions, energy, and movement
☐Value prior knowledge
☐Scaffold learning

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☐Extend learning
Details:

Approaches to learning (ATL)


Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

☐Thinking:
☐Social:
☐Communication:
☐Self-management:
☐Research:
Details:

Language and learning TOK connections CAS connections


Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief note
information on the IB’s approach to language and in the “details” section explaining how students
learning, please see the guide. engaged in CAS for this unit.

☐Activating background knowledge ☐Personal and shared knowledge ☐Creativity


☐Scaffolding for new learning ☐Ways of knowing ☐Activity
☐Acquisition of new learning through practice ☐Areas of knowledge ☐Service
☐Demonstrating proficiency ☐The knowledge framework Details:
The Kelvin scale of temperature gives a natural
measure of the kinetic energy of gas whereas
the artificial Celsius scale is based on the
properties of water. Are physical properties

DP unit planner 1
such as temperature invented or discovered?
(See DP Chemistry guide)

Resources

List and attach (if applicable) any resources used in this unit
● Catrin Brown, Mike Ford. Pearson Baccalaureate: Chemistry Standard Level (2 nd Edition). Pearson Education, 2014.
● Catrin Brown, Mike Ford. Pearson Baccalaureate: Chemistry Higher Level (2 nd Edition). Pearson Education, 2014.
● Geoffrey Neuss. IB Study Guide: Chemistry for the IB Diploma, 2014 Edition. Oxford University Press
● Zumdahl, Steven S. and Susan A. Chemistry 6th Edition. Houghton Mifflin Company, 2003
● PASCO Probeware, Pasco Corporation (data collection software)
● IB Questionbank – Chemistry, IBO
● Chemistry Specimen Questions and Markschemes, IBO
● Chemistry Guide, 1st Assessment 2016, IBO

Stage 3: Reflection—considering the planning, process and impact of the inquiry


What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

DP unit planner 1

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