DP Chem Unit 9 Redox Processes
DP Chem Unit 9 Redox Processes
DP Chem Unit 9 Redox Processes
Evaluate systems including their components in order to connect how form determines function and how any change to one component affects the entire
system.
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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. Oxidation and reduction can be considered in terms of oxygen gain/hydrogen
loss, electron transfer or change in oxidation number. ☒Lecture
2. An oxidizing agent is reduced and a reducing agent is oxidized. ☐Socratic seminar
3. Variable oxidation numbers exist for transition metals and for most main-group
☒Small group/pair work
non-metals.
4. The activity series ranks metals according to the ease with which they undergo ☒PowerPoint lecture/notes
oxidation. ☐Individual presentations
5. The Winkler Method can be used to measure biochemical oxygen demand ☐Group presentations
(BOD), used as a measure of the degree of pollution in a water sample.
☐Student lecture/leading
6. Voltaic cells convert energy from spontaneous, exothermic chemical processes
to electrical energy. ☐Interdisciplinary learning
7. Oxidation occurs at the anode (negative electrode) and reduction occurs at the Details:
cathode (positive electrode) in a voltaic cell. ☐Other/s:
8. Electrolytic cells convert electrical energy to chemical energy, by bringing about
non-spontaneous processes. Formative assessment:
9. Oxidation occurs at the anode (positive electrode) and reduction occurs at the Redox lab
cathode (negative electrode) in an electrolytic cell. Worksheets
Students will develop the following skills: Review packets
1. Be able to identify the species oxidized and reduced and the oxidizing and
Summative assessment:
reducing agents, in redox reactions.
2. Be able to deduce redox reactions using half-equations in acidic or neutral Unit test – IB paper 1 and 2 questions
solutions.
3. Be able to deduce the oxidation states of an atom in an ion or a compound.
4. Know that the oxidation state of hydrogen can be -1 in metal hydrides and
Differentiation:
oxygen can be -1 in peroxides.
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5. Be able to deduce the name of a transition metal compound from a given
☐Affirm identity—build self-esteem
formula, applying oxidation numbers represented by Roman numerals.
6. Be able to apply the Winkler Method to calculate BOD. ☒Value prior knowledge
7. Be able to construct and annotate a voltaic cell. ☐Scaffold learning
8. Be able to distinguish between electron and ion flow in a voltaic cell. ☐Extend learning
9. Be able to explain how a redox reaction is used to produce electricity in a voltaic
Details:
cell.
10. Be able to construct and annotate an electrolytic cell.
11. Be able to distinguish between electron and ion flow in an electrolytic cell.
12. Be able to explain how current is conducted in an electrolytic cell.
13. Be able to deduce the products of the electrolysis of a molten salt.
Students will grasp the following concepts:
1. Key concepts – systems and change
2. Related concepts – movement, function, balance and transfer
☒Thinking:
☐Social:
☐Communication:
☒Self-management:
☐Research:
Details:
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information on the IB’s approach to language and connections made during the unit in the “details” section explaining how students
learning, please see the guide. engaged in CAS for this unit.
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
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● Chemistry Specimen Questions and Markschemes, IBO
● Chemistry Guide, 1st Assessment 2016, IBO
Printing out the ppt slides and notes ahead of time Splitting the unit with Chp 11 IR, HNMR Teach the unit continuously.
Having each student make their own galvanic and This happened because the student teacher needed to Slow down on problems.
electrolytic cell on larger paper. teach Chp 11 before the semester ended.
More checks for understanding.
Practice problems
Have more process time for content.
Reviewing the Questionbank problems
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