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DP Chem Unit 11 Measurement, Data Processing and Analysis

This unit plan summarizes a chemistry unit on measurement, data processing, and analysis for a Group 4 SL Year 2 chemistry course. The unit will cover topics like qualitative vs. quantitative data, propagation of errors, experimental design, and graphical analysis. Students will develop skills in areas like distinguishing random and systematic errors, propagating uncertainties, interpreting graphs, and using spectroscopy techniques. The unit will incorporate approaches like small group work, PowerPoint notes, and formative/summative assessments.

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Patrick Abidra
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163 views4 pages

DP Chem Unit 11 Measurement, Data Processing and Analysis

This unit plan summarizes a chemistry unit on measurement, data processing, and analysis for a Group 4 SL Year 2 chemistry course. The unit will cover topics like qualitative vs. quantitative data, propagation of errors, experimental design, and graphical analysis. Students will develop skills in areas like distinguishing random and systematic errors, propagating uncertainties, interpreting graphs, and using spectroscopy techniques. The unit will incorporate approaches like small group work, PowerPoint notes, and formative/summative assessments.

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 11 – Measurement, Data Processing and Analysis

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

Course part Measurement and Data Processing and Analysis SL or HL/Year 1 or 2 SL – Yr 2 Dates 2nd half of Apr
and topic

Unit description and texts DP assessment(s) for unit


● Paper 1, Multiple choice
Standard Level Chemistry (Pearson) textbook
● Paper 2, Data based, short and extended response
Chemistry Study Guide (Oxford) ● Laboratory experiments

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

DP unit planner 1
1. Qualitative data includes all non-numerical information obtained from
observations not from measurement. ☐Lecture
2. Quantitative data are obtained from measurements, and are always associated
with random errors/uncertainties, determined by the apparatus, and by human ☐Socratic seminar
limitations such as reaction times.
3. Propagation of random errors in data processing shows the impact of the uncertainties on
☐Small group/pair work
the final result.
☐PowerPoint lecture/notes
4. Experimental design and procedure usually lead to systematic errors in measurement, which cause
a deviation in a particular direction. ☐Individual presentations
5. Repeat trials and measurements will reduce random errors but not systematic errors.
6. Graphical techniques are an effective means of communicating the effect of an ☐Group presentations
independent variable on a dependent variable, and can lead to determination of
physical quantities. ☐Student lecture/leading
7. Sketched graphs have labelled but unscaled axes, and are used to show qualitative trends, such as
variables that are proportional or inversely proportional. ☐Interdisciplinary learning
8. Drawn graphs have labelled and scaled axes, and are used in quantitative measurements.
9. The degree of unsaturation or index of hydrogen deficiency (IHD) can be used to determine from a Details:
molecular formula the number of rings or multiple bonds in a molecule.
10. Mass spectrometry (MS), proton nuclear magnetic resonance spectroscopy ( 1HNMR) and infrared ☐Other/s:
spectroscopy (IR) are techniques that can be used to help identify compounds and to determine
their structure. Formative assessment:

Students will develop the following skills:


1. Be able to distinguish between random errors and systematic errors.
2. Be able to record uncertainties in all measurements as a range (+) to an appropriate precision.
3. Be able to discuss ways to reduce uncertainties in an experiment. Summative assessment:
4. Be able to propagate uncertainties in processed data, including the use of percentage uncertainties.
5. Be able to discuss systematic errors in all experimental work, their impact on the results and how
they can be reduced.
6. Be able to estimate whether a particular source of error is likely to have a major or minor effect on
the final result.
7. Be able to calculate percentage error when the experimental result can be compared with a
theoretical or accepted result.
8. Be able to distinguish between accuracy and precision in evaluating results. Differentiation:
9. Be able to draw graphs of experimental results including the correct choice of axes and scale.
10. Be able to interpret graphs in terms of the relationships of dependent and independent variables.
☐Affirm identity—build self-esteem
11. Be able to produce and interpret best-fit lines or curves through data points, including an ☐Value prior knowledge
assessment of when it can and cannot be considered as a linear function.
12. Be able to calculate quantities from graphs by measuring slope (gradient) and intercept, including ☐Scaffold learning
appropriate units

DP unit planner 1
13. Be able to determine the IHD from a molecular formula.
14. Be able to deduce information about the structural features of a compound from percentage ☐Extend learning
composition data, MS, 1H NMR or IR.
Details:
Students will grasp the following concepts:
1. Key Concepts – relationships and change
2. Related Concepts – conditions, evidence, models, interaction, patterns

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:

DP unit planner 1
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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