DP Unit Planner 1
Teacher(s) Kusniar Deny Permana
Course part Topic 1 – Quantitative Chemistry
and topic
1.1 Introduction to The Particulate Nature of Matter
and Chemical Change
Subject group and course Group 4 – Chemistry
SL or HL/Year 1 or 2 SL/HL Year 1
Dates July – Sep 2016
Term 1
1.2 The Mole Concept
1.3 Reacting Masses and Volumes
Unit description and texts
DP assessment(s) for unit
This chapter will examine the concept of mole and its correlation with
another physical unit: mass, volume, particles, and ions. Proportional
Ratio Law and Conservation of Mass Law will be introduced as the basic
to chemical equation. Percentage yield and theoretical yield will be
introduced as the application of stoichiometry in industrial processes.
Practice for Paper 1 and Paper 2 exam
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.
Topic 1.1
Aim 8: The negative environmental impacts of refrigeration and air conditioning systems are significant. The use of CFCs as refrigerants has been a major
contributor to ozone depletion.
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Topic 1.2
Aim 6: Experiment could include percent mass of hydrates, burning of magnesium or calculating Avogadro number.
Aim 7: Data loggers can be used to measure mass changes during reaction.
Topic 1.3
Aim 6: Experimental design could include excess and limiting reactants. Experiments could include gravimetric determination by precipitation of an
insoluble salt.
Aim 7: Data loggers can be usd to measure temperature, pressure and volume changes in reactions or to determine the value of the gas constant, R.
Aim 8: The unit part per million, ppm, is commonly used in measuring small levels of pollutants in fluids. This unit convenient for communicating very low
concentrations, but is not a formal SI unit.
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:
1.
Atom of different elements combine in fixed ratios to form compounds which have
different properties from their component elements.
2.
Mixture contain more than one element and/or compound that are not chemically
bonded together and so retain their individual properties.
3.
Mixture are either homogeneous or heterogeneous.
4.
The mole is a fixed number of particles and refers to the amount, n, of substance.
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Learning experiences and strategies/planning for self-supporting
learning:
Lecture
Socratic seminar
Small group/pair work
PowerPoint lecture/notes
Individual presentations
2
5.
Masses of atoms are compared on a scale relative to 12C and are expressed as
relative atomic mass (Ar) and relative formula/formula mass (Mr)
6.
Molar mass (M) has the unit g mol-1.
7.
The empirical formula and molecular formula of a compound give the simplest
ratio and the actual number of atom present in a molecule.
8.
Reactant can be either limiting or excess.
9.
The experimental yield can be different from the theoretical yield.
10.
Avogadro’s law enables the mole ration of reacting gases to be determined from
volume of the gases.
11.
The molar volume of an ideal gas is a constant at specified temperature and
pressure.
12.
The molar concentration of a solution is determined by the amount of solute and
the volume of solution.
13.
A standard solution is one of known concentration.
Group presentations
Student lecture/leading
Interdisciplinary learning
Details:
Other/s:
Formative assessment:
Written checks for understanding, including balancing chemical
equation, mole-related calculation, percentage yield, and limiting
and excess reactant concept.
Verbal checks for understanding, including mole concept, state
symbols, basic concept of chemical changes contrast to physical
changes.
Students will develop the following skills:
Summative assessment:
1.
Students will be able to deduct of chemical equations when reactants and product
are specified.
Paper 1 and paper 2 practice exam (timed)
2.
Student will be able to demonstrate the application of the state symbols (s), (l), (g),
and (aq) in equations.
3.
Student will be able to explain the observable changes in physical properties and
temperature during changes of states.
4.
Students will be able to calculate the molar masses of atoms, ions, molecules and
formula unit.
5.
Student will be able to solve a problem involving the relationships between the
number of particles, the amount of substance in moles and the mass in grams.
Value prior knowledge
Student will be able to interconvert the percentage composition by mass and the
empirical formula.
Extend learning
6.
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Differentiation:
Affirm identity—build self-esteem
Scaffold learning
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7.
Student will be able to determine the molecular formula of the compound from its
empirical formula and molar mass.
8.
Student will be able to obtain and use experimental data for deriving empirical
formulas from reactions involving mass changes.
9.
Students will be able to solve problems relating to reacting quantities, limiting and
excess reactant, theoretical, experimental and percentage yield.
10.
Student will be able to calculate reacting volumes of gases using Avogadro’s law.
11.
Student will be able to solve problems and analyse graph involving the relationship
between temperature, pressure and volume for a fixed mass of an ideal gas.
12.
Student will be able to solve problems relating to the ideal gas equation.
13.
Student will be able to explain the deviation of real gases from ideal behaviour at
low temperature and high pressure.
14.
Student will be able to obtain and use experimental values to calculate the molar
mass of a gas from the ideal gas equation.
15.
Student will be able to solve problems involving molar concentration, amount of
solute and volume of solution.
16.
Student will be able to use the experimental method of titration to calculate the
concentration of a solution by reference to a standard solution.
Details:
Students will grasp the following concepts:
1.
Chemical equations are the “language” of chemistry
2.
Lavoisier’s discovery of oxygen, which overturned the phlogiston theory of
combustion, is an example of a paradigm shift.
3.
Mole is a concept of a number, unit less, like a dozen, a couple, etc.
4.
Stoichiometric calculations are fundamental to chemical processes in research and
industry, for example in the food, medical, pharmaceutical and manufacturing
industries.
5.
The molar volume for crystalline solids is determined by the technique of X-ray
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crystallography.
6.
Gas volume changes during chemical reactions are responsible for the inflation of
air bags in vehicles and are the basis of many other explosive reaction, such as the
decomposition of TNT (trinitrotoluene).
7.
The concept of percentage yield is vital in monitoring the efficiency of industrial
processes.
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
learning connections made during the unit. For more
information on the IB’s approach to language and
learning, please see the guide.
Check the boxes for any explicit TOK connections
made during the unit
Check the boxes for any explicit CAS connections.
If you check any of the boxes, provide a brief note
in the “details” section explaining how students
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
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Demonstrating proficiency
The knowledge framework
Details:
Details:
Details:
AOK is natural sciences
WOK is reason
Resources
List and attach (if applicable) any resources used in this unit

IB Chemistry Syllabus

Geoffrey Neuss, 2014, Chemistry for IB DIPLOMA Program, Oxford University Press

Catrin Brown and Mike Ford, 2014, Pearson Baccalaureate Higher Level Chemistry 2nd Edition, Pearson Education Limited.
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,
planning) that were successful
List the portions of the unit (content, assessment,
planning) that were not as successful as hoped
List any notes, suggestions, or considerations for the
future teaching of this unit
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