Riverside Campus MYP Unit Planner
Unit Title:
Teacher(s):
Subject and grade level:
Time frame and duration:
Learning Profile
Tick
Box
Reaction Rates
Andrew Thomas, Zoe Badcock, Zoe Johnson
Grade : 10
MYP: 5
3 weeks
Learning Profile
1.CARING
2.OPEN-MINDED
4.PRINCIPLED
5.INQUIRERS
3.BALANCED
6.THINKERS
Tick Box
X
Learning Profile
7.KNOWLEDGEABLE
8.COMMUNICATORS
9.REFLECTIVE
Tick Box
X
Learning Profile
Tick Box
10.RISK TAKERS
11.CREATIVE
(Riverside Addition)
12.PROACTIVE
(Riverside Addition)
Significant Concept (Big Ideas)
AOI Focus (Context)
ATL (Skills)
What factors affect the rate of reaction and what theory explains this?
What happens to energy during reactions?
How can humans use this to help them in day to day life and what are the consequences of this
use?
- decay of food – food preservatives
- safety in industrial processes
- petrol engines
- creation of man made chemicals such as plastics and chlorofluorocarbons which do not
biodegrade
Community and Service
Organisation
Reflection
Thinking
Transfer
Collaboration
Communication
Information Literacy
Environments
Human Ingenuity
Health and Social Education
ATL
MYP Unit Question
How have humans used their knowledge of chemistry to overcome or control the laws of nature and is this a good thing?
Common Summative Assessment Task



End of Unit Test
Investigation – Factors affecting rates of Reaction
Problem solving challenge – make a chemical clock
Criteria assessed
C
D&E&F
B&E&F
Unit Overview
Lesson Objectives
1. Introduce the guiding question and have
students thinking about real life applications
Learning Experiences, Teaching Strategies and Resources used.
(Including Formative Assessment Task and Criterion links)
http://www.youtube.com/watch?v=c0En-_BVbGc decomposition of fruit
Use the images about rates of reaction images – divide class into groups, identify the picture, describe how it
relates to rates of reaction, and have them come up with a story – relating to the guiding question and rates of
reaction.
See http://www.chemistryland.com/CHM107/EarlyChemistry/PreservationChemistry/PreservationChemistry.html for additional information.
2. Revisiting chemistry lab – review types of
chemical reactions, writing equations and
balancing them; - introducing s, l, g, aq to
indicate states of reactants and products;
know tests and methods of collection for
gases.
PowerPoint available with guiding question, significant concepts etc, and pictures
Lab, “Writing and Predicting Products”
When lab completed, go through each reaction and work out word then chemical equation. Introduce the
symbols for states of reactants and products.
Balance equations.
Summarise the tests and methods for collecting gases – O2, CO2, H2, NH3 and Cl2 – (gas syringe and collection
over water – not demonstrated - quantitative) – upward or downward delivery (qualitative),
Extension and lead into Rates of Reaction – how can you speed up each reaction?
3. Factors affecting rate of reaction; graphing
reactions, calculating initial rates of reaction;
explaining graph with respect to reactants
and products.
Available worksheets...
Revisiting Chemistry Intro Lab
Revisiting Chemistry Extension
Photocopy of p. 83 GCSE Chemistry on Gas Tests
Write out equation...
reactant 1 + reactant 2  product 1 + product 2
Ask students
- decide what factors could affect how fast this reaction goes (reactant concentration – or pressure-; surface
area of reactants; temperature; catalysts)
- how the rate could be measured (measuring loss of mass; measuring gas produced; measuring formation of
precipitate
Draw typical graph of time vs. Concentration, first of products then of reagents. Explain what is happening to
particles in reaction. (see fig 7.8, p.186 in Harwood, 2002, IGCSE Chemistry, Cambridge University Press)
4. Practical measurement of mass change to
measure rate of reaction (surface area).
Application of graphing skills.
5. Practical measurement of gas production
to measure rate of reaction (concentration of
reactant). Application of graphing skills.
6. Collision Theory
7. Investigation into factors affecting rates of
reaction using CaCO3 & HCl
Use graph to demonstrate calculation of initial rate of reaction (initial rate = rise at time t/time t)
Experiment to show reaction of marble chips with dilute hydrochloric acid. Measure mass change through loss
of CO2. Plot graphs and calculate initial rate of reaction. Change size of chips and compare.
See lab sheet (?OMIT)
Experiment to show reaction of magnesium ribbon and dilute hydrochloric acid. Measure gas produced using
gas syringes and compare with displacement of water. Plot graphs and calculate initial rate of reactions. Change
concentration of hydrochloric acid and compare.
See lab sheet
http://www.moletv.org.uk/watch.aspx?v=M52CB
Summarise theory of reaction rates and collision theory – more collisions  increases rate of reaction – higher
temperature, concentration, larger surface area all increase number of collisions; catalysts increase number of
successful collisions.
See page 75 GCSE Chemistry Revision Guide, CGP
Investigation assessing Planning (D), Data (E) & Attitudes (F) – LAB REPORT
Students can change particle size, concentration of HCl, temperature
They can measure gas produced using mass change, gas syringe or water displacement.
Expect initial rate calculations and discussion of collision theory for top levels.
8. The Yellow Clock Challenge
Application of rates of reaction to a problem
See lab sheet
Investigation assessing Communication (B), Data (E) & Attitudes (F) – LAB REPORT
Students work in groups to plan and make a chemical clock – when reaction of sodium thiosulphate and
hydrochloric acid produces enough yellow precipitate for a cross not to be visible anymore after exactly one
minute.
See lab sheet
9. Bonds contain energy and can be used to
calculate energy change in a reaction
Demo Endothermic Reaction - dissolving ammonium chloride in water
Barium hydroxide + Ammonium Chloride Video – contains advanced terminology – entropy and moles (http://www.youtube.com/watch?v=5RJLvQXce4A&feature=player_embedded)
It simply means that the bonding in the products is weaker than the reactants (the product is less stable than
the reactants) and therefore requires energy from its surroundings to happen.
Demo Exothermic Reaction – Mg + HCl or Na + H2O
Draw graphs of progress of reaction vs Energy (kJ) (see p. 178-9 of Harwood; p. 78 of Revision Guide). Define the
terms.
Practice calculations of heat of reaction  bond energy calculations
10. Measuring the energy in fuels
See worksheets
Experiment – comparing the energy content in three fuels and calculating the energy output per gram
See pages181-183 of Harwood and p. 79 of CGP GCSE Chemistry Revision Guide
11. Reversible Reactions and Dynamic
Equilibrium
See lab sheet
Demonstrate (or have students do this) – Heat hydrated copper sulphate, collecting water vapour in iced water
bath – note change in colour; add the collected water back to CuSO4 and observe reverse reaction. This is an
open system
Demonstrate gentle heating of NH4Cl(s)  NH3 + HCl in a closed test tube. This is a closed system.
See worksheet
12. Review and Unit Test
Hb + O2 is example of reversible reaction
Assess Criterion C
See Review Sheet and Test
Differentiation
Thinking
Collaboration
Content Links (Preceding or Succeeding Units)
Cross-Curricula Links
First unit in Chemistry but building on work done in Grade 9 with atomic
structure, naming chemicals and writing balanced chemical equations.
Also links to Biology unit on Enzymes in Grade 10.
Approaches to Learning
Reflection
Teacher(s) Signature _____________________________
_____________________________
_____________________________
HOD Signature _________________________________